Tag: Model Answer

  • [Solved] 507 reposne

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  • [Solved] Week 8

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    – ## Week8Discussion1.TheImpactofIndustrialPsychologyintheWorkplace.docx – ## Week8Discussion2.TheImpactofOrganizationalPsychologyintheWorkplace.docx **## Week8Discussion1.TheImpactofIndustrialPsychologyintheWorkplace.docx** Week 8 DisCUSsion 1: The Impact of Industrial Psychology in the Workplace I…

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    – ## Week8Discussion1.TheImpactofIndustrialPsychologyintheWorkplace.docx

    – ## Week8Discussion2.TheImpactofOrganizationalPsychologyintheWorkplace.docx

    **## Week8Discussion1.TheImpactofIndustrialPsychologyintheWorkplace.docx**

    Week 8 DisCUSsion 1: The Impact of Industrial Psychology in the Workplace

    In this Discussion, you will explore how specific principles, models, and/or theories related to selection, assessment, training, and performance evaluation have contributed to improvements in the practice of industrial psychology. Then, in your response to your peers, you will examine limitations of the principles, models, and/or theories they discussed.

    To Prepare

    · Reflect on what you learned about industrial psychology in Weeks 2–4. Focus on principles, models, and/or theories related to industrial psychology.

    · Select two principles, models, and/or theories related to industrial psychology (i.e., assessment, selection, job analysis, training, performance evaluation).

    · Think about how each principle, model, and/or theory has contributed to improvements in the practice of industrial psychology (i.e., what problems do they resolve and what barriers do they overcome).

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/172288/pages/week-8-learning-resources?module_item_id=6929006)

    · Review the Learning Resources from Weeks 2–4 in preparation for responding to this Week’s Discussion 1.

    · Review the Learning Resources from Weeks 5–7 in preparation for responding to the Week’s Discussion 2.

    INSTRUCTIONS: Post a response to the following:

    · Briefly describe the principles, models, and/or theories you selected. Then explain how each has contributed to improvements in the practice of industrial psychology. Use specific examples from your personal work experience and evidence from the literature to support your points.

    **## Week8Discussion2.TheImpactofOrganizationalPsychologyintheWorkplace.docx**

    ### Week 8 Discussion 2: The Impact of Organizational Psychology in the Workplace

    In this Discussion, you will explore how specific principles, models, and/or theories related to group dynamics, leadership, and change management have contributed to improvements in the practice of organizational psychology. Then, in your response to your peers, you will examine limitations of the principles, models, and/or theories they discussed.

    To Prepare

    · Reflect on what you learned about organizational psychology in Weeks 5–7. Then read this week’s Learning Resources, focusing on principles, models, and/or theories related to organizational psychology.

    · Select two principles, models, and/or theories related to organizational psychology (i.e., group dynamics, leadership, change management).

    · Think about how each principle, model, and/or theory has contributed to improvements in the practice of organizational psychology (i.e., what problems do they resolve and what barriers do they overcome).

    ### **Learning Resources**

    #### [**Required Readings**](https://waldenu.instructure.com/courses/172288/pages/week-8-learning-resources?module_item_id=6929006)

    · Review the Learning Resources from Weeks 2–4 in preparation for responding to this Week’s Discussion 1.

    · Review the Learning Resources from Weeks 5–7 in preparation for responding to the Week’s Discussion 2.

    INSTRUCTIONS: Post a response to the following:

    · Briefly describe the principles, models, and/or theories you selected. Then explain how each has contributed to improvements in the practice of organizational psychology. Use specific examples from your personal work experience and evidence from the literature to support your points.

    **## Week8Discussion2.TheImpactofOrganizationalPsychologyintheWorkplace.docx**

    ### Week 8 Discussion 2: The Impact of Organizational Psychology in the Workplace

    In this Discussion, you will explore how specific principles, models, and/or theories related to group dynamics, leadership, and change management have contributed to improvements in the practice of organizational psychology. Then, in your response to your peers, you will examine limitations of the principles, models, and/or theories they discussed.

    To Prepare

    · Reflect on what you learned about organizational psychology in Weeks 5–7. Then read this week’s Learning Resources, focusing on principles, models, and/or theories related to organizational psychology.

    · Select two principles, models, and/or theories related to organizational psychology (i.e., group dynamics, leadership, change management).

    · Think about how each principle, model, and/or theory has contributed to improvements in the practice of organizational psychology (i.e., what problems do they resolve and what barriers do they overcome).

    ### **Learning Resources**

    #### [**Required Readings**](https://waldenu.instructure.com/courses/172288/pages/week-8-learning-resources?module_item_id=6929006)

    · Review the Learning Resources from Weeks 2–4 in preparation for responding to this Week’s Discussion 1.

    · Review the Learning Resources from Weeks 5–7 in preparation for responding to the Week’s Discussion 2.

    INSTRUCTIONS: Post a response to the following:

    · Briefly describe the principles, models, and/or theories you selected. Then explain how each has contributed to improvements in the practice of organizational psychology. Use specific examples from your personal work experience and evidence from the literature to support your points.

    **## Week8Discussion1.TheImpactofIndustrialPsychologyintheWorkplace.docx**

    Week 8 DisCUSsion 1: The Impact of Industrial Psychology in the Workplace

    In this Discussion, you will explore how specific principles, models, and/or theories related to selection, assessment, training, and performance evaluation have contributed to improvements in the practice of industrial psychology. Then, in your response to your peers, you will examine limitations of the principles, models, and/or theories they discussed.

    To Prepare

    · Reflect on what you learned about industrial psychology in Weeks 2–4. Focus on principles, models, and/or theories related to industrial psychology.

    · Select two principles, models, and/or theories related to industrial psychology (i.e., assessment, selection, job analysis, training, performance evaluation).

    · Think about how each principle, model, and/or theory has contributed to improvements in the practice of industrial psychology (i.e., what problems do they resolve and what barriers do they overcome).

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/172288/pages/week-8-learning-resources?module_item_id=6929006)

    · Review the Learning Resources from Weeks 2–4 in preparation for responding to this Week’s Discussion 1.

    · Review the Learning Resources from Weeks 5–7 in preparation for responding to the Week’s Discussion 2.

    INSTRUCTIONS: Post a response to the following:

    · Briefly describe the principles, models, and/or theories you selected. Then explain how each has contributed to improvements in the practice of industrial psychology. Use specific examples from your personal work experience and evidence from the literature to support your points.

    **## Week8Discussion2.TheImpactofOrganizationalPsychologyintheWorkplace.docx**

    ### Week 8 Discussion 2: The Impact of Organizational Psychology in the Workplace

    In this Discussion, you will explore how specific principles, models, and/or theories related to group dynamics, leadership, and change management have contributed to improvements in the practice of organizational psychology. Then, in your response to your peers, you will examine limitations of the principles, models, and/or theories they discussed.

    To Prepare

    · Reflect on what you learned about organizational psychology in Weeks 5–7. Then read this week’s Learning Resources, focusing on principles, models, and/or theories related to organizational psychology.

    · Select two principles, models, and/or theories related to organizational psychology (i.e., group dynamics, leadership, change management).

    · Think about how each principle, model, and/or theory has contributed to improvements in the practice of organizational psychology (i.e., what problems do they resolve and what barriers do they overcome).

    ### **Learning Resources**

    #### [**Required Readings**](https://waldenu.instructure.com/courses/172288/pages/week-8-learning-resources?module_item_id=6929006)

    · Review the Learning Resources from Weeks 2–4 in preparation for responding to this Week’s Discussion 1.

    · Review the Learning Resources from Weeks 5–7 in preparation for responding to the Week’s Discussion 2.

    INSTRUCTIONS: Post a response to the following:

    · Briefly describe the principles, models, and/or theories you selected. Then explain how each has contributed to improvements in the practice of organizational psychology. Use specific examples from your personal work experience and evidence from the literature to support your points.

    **## Week8Discussion1.TheImpactofIndustrialPsychologyintheWorkplace.docx**

    Week 8 DisCUSsion 1: The Impact of Industrial Psychology in the Workplace

    In this Discussion, you will explore how specific principles, models, and/or theories related to selection, assessment, training, and performance evaluation have contributed to improvements in the practice of industrial psychology. Then, in your response to your peers, you will examine limitations of the principles, models, and/or theories they discussed.

    To Prepare

    · Reflect on what you learned about industrial psychology in Weeks 2–4. Focus on principles, models, and/or theories related to industrial psychology.

    · Select two principles, models, and/or theories related to industrial psychology (i.e., assessment, selection, job analysis, training, performance evaluation).

    · Think about how each principle, model, and/or theory has contributed to improvements in the practice of industrial psychology (i.e., what problems do they resolve and what barriers do they overcome).

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/172288/pages/week-8-learning-resources?module_item_id=6929006)

    · Review the Learning Resources from Weeks 2–4 in preparation for responding to this Week’s Discussion 1.

    · Review the Learning Resources from Weeks 5–7 in preparation for responding to the Week’s Discussion 2.

    INSTRUCTIONS: Post a response to the following:

    · Briefly describe the principles, models, and/or theories you selected. Then explain how each has contributed to improvements in the practice of industrial psychology. Use specific examples from your personal work experience and evidence from the literature to support your points.

    **## Week8Discussion2.TheImpactofOrganizationalPsychologyintheWorkplace.docx**

    ### Week 8 Discussion 2: The Impact of Organizational Psychology in the Workplace

    In this Discussion, you will explore how specific principles, models, and/or theories related to group dynamics, leadership, and change management have contributed to improvements in the practice of organizational psychology. Then, in your response to your peers, you will examine limitations of the principles, models, and/or theories they discussed.

    To Prepare

    · Reflect on what you learned about organizational psychology in Weeks 5–7. Then read this week’s Learning Resources, focusing on principles, models, and/or theories related to organizational psychology.

    · Select two principles, models, and/or theories related to organizational psychology (i.e., group dynamics, leadership, change management).

    · Think about how each principle, model, and/or theory has contributed to improvements in the practice of organizational psychology (i.e., what problems do they resolve and what barriers do they overcome).

    ### **Learning Resources**

    #### [**Required Readings**](https://waldenu.instructure.com/courses/172288/pages/week-8-learning-resources?module_item_id=6929006)

    · Review the Learning Resources from Weeks 2–4 in preparation for responding to this Week’s Discussion 1.

    · Review the Learning Resources from Weeks 5–7 in preparation for responding to the Week’s Discussion 2.

    INSTRUCTIONS: Post a response to the following:

    · Briefly describe the principles, models, and/or theories you selected. Then explain how each has contributed to improvements in the practice of organizational psychology. Use specific examples from your personal work experience and evidence from the literature to support your points.

    – 1
    – 2

  • [Solved] Dis

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    – ## 7.10.docx **## 7.10.docx** Respond to discussion: Chapter 9 – Using Case #1 Sandy & Pam (chapter installments throughout the text) discuss the following: what stage of the addicted family do you think they are in? What are the different family roles, what feedback loops are present? What elemen…

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    Assignment Prompt & Instructions

    – ## 7.10.docx

    **## 7.10.docx**

    Respond to discussion:

    Chapter 9 – Using Case #1 Sandy & Pam (chapter installments throughout the text) discuss the following: what stage of the addicted family do you think they are in? What are the different family roles, what feedback loops are present? What elements of this family may hinder recovery? Post your answers and respond to 2 other classmates’ postings. (5 pts)

    Respond to two students:

    Student1

    In Case Study #1 Sandy and Pam

    According to Kaufman(1992), the family roles is that they are a functional and neurotic enmeshed family. They do not communicate their feelings and tend to use drugs or alcohol to cope. They tend to blame other external factors for their behavior rather than look at themselves of why their situation has went array. Pam was protecting her mom by making sure that her sibling were okay by not getting in the way. Mom was not there for her emotionally or physically, so she used other methods to get attention she wanted such as drinking and having sex at a young age.

    The feedback loops are that they both have dealt with a loss in that they cope with drinking and smoking. Both of them growed up by taking care of their siblings at a young age. They tend to not keep a job and blame the job or others for leaving rather than get help.

    There a couple of things hindering the family from recovery: Sandy has not been able to fully able to come to terms with her mom's death by getting closer. There is still grief that she has to work through. Pam has not talked to her mom about how she felt about the men that her mom was sleeping with while she was drinking, The other issue that needs to be talked about is how Pam was "parentified" to take care of her siblings while did whatever she wanted until she became clean. Both of them need to identify what being "alone" was like for them and how that affected them at a young age. Pam also needs to see figure out where her anxiety attacks started and could be the possible triggers of her anxiety.

    Student 2

    Because of the mention of Sandy becoming involved in individual therapy to address relationship issues, it can be assumed that the family might be considered as a neurotically enmeshed structured family, which involves being fused together by unhealthy emotions and may root from one family member having a substance abuse issue or mental health disorder. The possibility of Sandy experiencing PTSD is mentioned, leading to the conclusion that there are complications within the relationship that are heavy.

    Out of the two stages separated and described by Kaufman and Kaufman, I would consider this family to be in the second stage since chemicals are the priority and focus for receiving treatment within the family. Additionally, conflict is apparent, especially since Sandy has stopped drinking and needs a structured facilitated plan of action to help ensure she maintains her sobriety while Pam is still handling stress by drinking  and also as an attempt to cope with an anxiety disorder.

    They are probably in the late developmental phase described in the seminal model, considering that there will be a counseling focus on transgenerational patterns of coping. Sandy is likely putting up protective barriers to maintain her sobriety as Pam remains in denial and has self-deluding reactions. Both Sandy and Pam will need to renegotiate their roles for a functioning relationship moving forward. This can be difficult, so moving away from substance use will be crucial to minimize the possibility of a crisis state occurring or increased rigidity. There is a feedback loop for creating a new structure that is present in this case, where the family is unbalanced and the clinician is attempting to reestablish stability in their relationship and environment by using a solution-focused model that incorporates having Pam reach a goal of abstinence, contract not to see Sandy for a period of time, find alternative behaviors for coping with anxiety, and the development of a plan for both individual and group therapy using a systems perspective.

    Attempting to overcompensate could lead to control issues, overinvolvement, or sacrificing too much. To attempt maintaining balance once it is achieved, Sandy could make excuses for Pam, justify her actions, and therefore begin enabling Pam, which will impair recovery.

    **## 7.10.docx**

    Respond to discussion:

    Chapter 9 – Using Case #1 Sandy & Pam (chapter installments throughout the text) discuss the following: what stage of the addicted family do you think they are in? What are the different family roles, what feedback loops are present? What elements of this family may hinder recovery? Post your answers and respond to 2 other classmates’ postings. (5 pts)

    Respond to two students:

    Student1

    In Case Study #1 Sandy and Pam

    According to Kaufman(1992), the family roles is that they are a functional and neurotic enmeshed family. They do not communicate their feelings and tend to use drugs or alcohol to cope. They tend to blame other external factors for their behavior rather than look at themselves of why their situation has went array. Pam was protecting her mom by making sure that her sibling were okay by not getting in the way. Mom was not there for her emotionally or physically, so she used other methods to get attention she wanted such as drinking and having sex at a young age.

    The feedback loops are that they both have dealt with a loss in that they cope with drinking and smoking. Both of them growed up by taking care of their siblings at a young age. They tend to not keep a job and blame the job or others for leaving rather than get help.

    There a couple of things hindering the family from recovery: Sandy has not been able to fully able to come to terms with her mom's death by getting closer. There is still grief that she has to work through. Pam has not talked to her mom about how she felt about the men that her mom was sleeping with while she was drinking, The other issue that needs to be talked about is how Pam was "parentified" to take care of her siblings while did whatever she wanted until she became clean. Both of them need to identify what being "alone" was like for them and how that affected them at a young age. Pam also needs to see figure out where her anxiety attacks started and could be the possible triggers of her anxiety.

    Student 2

    Because of the mention of Sandy becoming involved in individual therapy to address relationship issues, it can be assumed that the family might be considered as a neurotically enmeshed structured family, which involves being fused together by unhealthy emotions and may root from one family member having a substance abuse issue or mental health disorder. The possibility of Sandy experiencing PTSD is mentioned, leading to the conclusion that there are complications within the relationship that are heavy.

    Out of the two stages separated and described by Kaufman and Kaufman, I would consider this family to be in the second stage since chemicals are the priority and focus for receiving treatment within the family. Additionally, conflict is apparent, especially since Sandy has stopped drinking and needs a structured facilitated plan of action to help ensure she maintains her sobriety while Pam is still handling stress by drinking  and also as an attempt to cope with an anxiety disorder.

    They are probably in the late developmental phase described in the seminal model, considering that there will be a counseling focus on transgenerational patterns of coping. Sandy is likely putting up protective barriers to maintain her sobriety as Pam remains in denial and has self-deluding reactions. Both Sandy and Pam will need to renegotiate their roles for a functioning relationship moving forward. This can be difficult, so moving away from substance use will be crucial to minimize the possibility of a crisis state occurring or increased rigidity. There is a feedback loop for creating a new structure that is present in this case, where the family is unbalanced and the clinician is attempting to reestablish stability in their relationship and environment by using a solution-focused model that incorporates having Pam reach a goal of abstinence, contract not to see Sandy for a period of time, find alternative behaviors for coping with anxiety, and the development of a plan for both individual and group therapy using a systems perspective.

    Attempting to overcompensate could lead to control issues, overinvolvement, or sacrificing too much. To attempt maintaining balance once it is achieved, Sandy could make excuses for Pam, justify her actions, and therefore begin enabling Pam, which will impair recovery.

  • [Solved] Literature Review & Evidence Matrix

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    This topic focuses on Evidence-based care provided by an advanced practice nurse( APRN) NP! Forget about hospitals as this is about a family nurse practitioner, primary care, outpatient. TOPIC: " What is the impact of using teach back to educate Latino men on the importance of lifestyle changes, exe…

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    This topic focuses on Evidence-based care provided by an advanced practice nurse( APRN) NP! Forget about hospitals as this is about a family nurse practitioner, primary care, outpatient.
    TOPIC: " What is the impact of using teach back to educate Latino men on the importance of lifestyle changes, exercise and medication adherence to blood pressure medication?
    For this discussion,   you will prepare a 3 to 4 page review of the literature pertinent to a selected problem for healthcare research and to use that review to propose a methodology to address the problem.

  • [Solved] assg

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  • [Solved] Business Finance – Management Week 7 assignment- Managing People and Promoting Collab

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    – ## Week7AssignmentInstructions-ManagingPeople0PromotingCollab.docx – ## Week7LearningResources-ManagingPeople0PromotingCollab.docx **## Week7AssignmentInstructions-ManagingPeople0PromotingCollab.docx** Developing Individuals and Teams Part 3: Developing Your Team: Draft Team Charter In Weeks 5 and…

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    – ## Week7AssignmentInstructions-ManagingPeople0PromotingCollab.docx

    – ## Week7LearningResources-ManagingPeople0PromotingCollab.docx

    **## Week7AssignmentInstructions-ManagingPeople0PromotingCollab.docx**

    Developing Individuals and Teams Part 3: Developing Your Team: Draft Team Charter

    In Weeks 5 and 6 of Module 2, you conducted a simulated one-on-one coaching conversation with an employee to promote individual development. This week, for Part 3 of this Assignment, you will turn your focus from developing individuals and will now focus on developing teams. You will research the team charter, often used as a way to quickly build team cohesion and commitment, and will then develop a team charter for a team you know well—either one you are currently part of or one you have been part of in the past.

    As you prepare your Draft Team Charter, be sure not only to cover all items outlined, but incorporate appropriate examples, where applicable, as well as citations for relevant academic sources, such as those found in the Learning Resources or those in the Walden Library.

    This Assignment incorporates the Business Skill for Good of coaching and mentoring.

    **To prepare for this Assignment:**

    · Do some research to locate two team charter examples and consider their effectiveness in helping a team organize quickly for success and avoid derailment.

    · Identify a team you know well (either one you are currently a part of, or one you have been a part of in the past) to serve as the team you are leading (for the purpose of this exercise) and for which you will be creating a team charter. Additionally, as part of the documentation you will share with your manager, you will identify strategies to help your team develop and will evaluate the effectiveness of the charter to meet that goal.

    · As you develop your team charter, be sure to disguise the names of the organization and of any team members to protect privacy.

    · Download the
    [Week 7 Assignment Template](https://waldenu.instructure.com/courses/171484/files/13724892?wrap=1) [Download Week 7 Assignment Template](https://waldenu.instructure.com/courses/171484/files/13724892/download?download_frd=1).

    **Submit** your 4- to 5-page Draft Team Charter. To complete this task, address the following:

    · Analyze the two team charters you located for their effectiveness in helping a team organize quickly for success and avoid derailment. Based on your analysis, provide details of how the charters would contribute to a team’s success. Be sure to include a copy of the team charter examples you located.
    **Note:** These examples will not count toward your total page count.

    · Design your own team charter for your chosen team, being sure to address the following:

    · Describe the mission or purpose of the team.

    · Identify three to five specific and measurable goals or outcomes that collectively define success for the team in terms of fulfilling its mission.

    · Provide the names (disguised) of team members, describe their official team roles (if any), and indicate the key strengths of each team member in terms of their functional skills and knowledge, as well as their work style and approach.

    · List specific and behavioral ground rules that team members are expected to abide by in their work together and explain how violation of any of these ground rules will be handled within the team.

    · Outline the team’s approach to resolving conflicts that may arise as the team works together.

    · As a final part of the team charter, include an Appendix (to be provided only to your manager) that includes the following:

    · Based on your assessment of the members of the team and their strengths, skills, and work styles/approach, explain two or three strategies you plan to use to further develop the team and its members.

    · In addition, because your manager is also concerned with ensuring a strong and viable leadership pipeline—or overall “bench strength” in the succession plan—propose three specific actions you will take in the next 2–3 months as first steps in choosing and mentoring your successor as leader of this team.

    · Consider how you will choose the individual (what qualities will you look for?), how you will first propose the mentoring relationship, and what that first mentoring meeting might look like.

    · Defend your rationale for selecting the specific goals, ground rules, and approaches to conflict resolutions you drafted for the team, including how these guidelines will help the team develop and meet those goals. As part of your response, note any potential risks or challenges you may face as you implement the team charter, as well as what approach you will take to manage those challenges.

    **## Week7LearningResources-ManagingPeople0PromotingCollab.docx**

    **Managing People & Promoting Collab**

    **Week 7 Learning Resources**

    **Understanding Teams**

    These resources focus on understanding what distinguishes a true team from a work group and why this distinction matters in how you, as a manager, shape and lead your teams toward success.

    · Buchanan, L. (2015).
    [_Teams versus groups_ Links to an external site.](https://youtu.be/uG-FLOi4OOU) [Video]. YouTube. https://youtu.be/uG-FLOi4OOU

    · Katzenbach, J. R., & Smith, D. K. (2005).
    [The discipline of teams](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FR0507P-PDF-ENG%2Frich-text).
    _Harvard Business Review_,
    _83_(7/8), 162–171.

    **Team Diversity and Inclusion**

    One of the main reasons cited for forming teams is to take advantage of diversity of backgrounds, skills, perspectives, and styles. But this diversity is only unleashed if a genuinely inclusive environment is created and maintained. Through these resources, you will focus on skills and tactics for managing diverse and virtual teams and ensuring a truly inclusive team culture.

    · Matsudaira, K. (2019).
    [How to create a great team culture (and why it matters)Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsgea&AN=edsgcl.588942270&site=eds-live&scope=site&custid=s6527200).
    _Communications of the ACM_,
    _62_(6), 42–44. https://doi.org/10.1145/3316778

    · Seven Dimensions. (2019).
    [_Managing a virtual team_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/managing-a-virtual-team) [Video].

    · Vickberg, S. M. J., & Christfort, K. (2017).
    [Pioneers, drivers, integrators, & guardians](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FR1702B-PDF-ENG%2Frich-text).
    _Harvard Business Review_,
    _95_(2), 50–57.

    ·
    **Note:** This article is featured in a spotlight package. The original article ends at the page titled “The Profiles at a Glance,” so it is recommended that you read only until this page. The time estimate does not include the page titled “How Work Styles Inform…” or anything further.

    · Williams, J. C., & Mihaylo, S. (2019).
    [How the best bosses interrupt bias on their teams](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FR1906L-PDF-ENG%2Frich-text).
    _Harvard Business Review_,
    _97_(6), 151–155.

    **Managing Teams Effectively**

    Autonomy, connection, and purpose are key drivers of motivation and engagement for both individuals and teams. Using these resources, you will examine skills and approaches that help teams be both effective and cohesive.

    · Ancona, D., & Isaacs, K. (2019, July 11).
    [How to give your team the right amount of autonomy](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05199-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4. http://hbr.org

    · Cable, D. (2019, October 22).
    [Helping your team feel the purpose in their work](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH058CA-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–7. http://hbr.org

    · Davey, L. (2019, December 23).
    [Let your team have that heated conversation](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05C1J-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–5. http://hbr.org

    · Su, A. J. (2019, December 16).
    [Do you really trust your team? (And do they trust you?)](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05BTN-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–7.
    [http://hbr.org](http://hbr.org/)

    **The Team Charter**

    One key mechanism for team development and success is the team charter. Through these resources, you will explore the elements of an effective team charter and how it helps guide and support your team as it works to achieve its goals.

    · Center for Creative Leadership. (n.d.).
    [_Keep your team on track with a team charter_ Links to an external site.](https://www.ccl.org/articles/leading-effectively-articles/what-is-this-team-for-and-why-am-i-here). https://www.ccl.org/articles/leading-effectively-articles/what-is-this-team-for-and-why-am-i-here

    · Claros Group. (n.d.).
    [_Jumpstart team success: Create a team charter_ Links to an external site.](http://www.clarosgroup.com/jumpstart.pdf). http://www.clarosgroup.com/jumpstart.pdf

    · Rodgers, L. A. (n.d.).
    [_Key elements you need in a team building charter_ Links to an external site.](https://better-teams.com/team-charters-key-elements). Better Teams. https://better-teams.com/team-charters-key-elements

    · Wittman, A. D. (2018, March 1).
    [To reduce burnout on your team, give people a sense of control](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH046TX-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4.
    [http://hbr.org](http://hbr.org/)

    **Coaching Through Uncertainty**

    Sooner or later, all teams face significant headwinds in the form of uncertainty and upheaval at the team, organizational, and/or societal level. Using these resources, you will explore skills for guiding your team through uncertain times with confidence and competence.

    · Gino, F., & Cable, D. (2020, April 24).
    [Coaching your team through uncertain times](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05KMB-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4. http://hbr.org

    · Knight, R. (2020, April 20).
    [How to talk to your team when the future is uncertain](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05KPA-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–8.
    [http://hbr.org](http://hbr.org/)

    **Important Documents for the Week**

    **Document:** [Week 7 Assignment Template (Word document)](https://waldenu.instructure.com/courses/171484/files/13724892?wrap=1)

    **## Week7LearningResources-ManagingPeople0PromotingCollab.docx**

    **Managing People & Promoting Collab**

    **Week 7 Learning Resources**

    **Understanding Teams**

    These resources focus on understanding what distinguishes a true team from a work group and why this distinction matters in how you, as a manager, shape and lead your teams toward success.

    · Buchanan, L. (2015).
    [_Teams versus groups_ Links to an external site.](https://youtu.be/uG-FLOi4OOU) [Video]. YouTube. https://youtu.be/uG-FLOi4OOU

    · Katzenbach, J. R., & Smith, D. K. (2005).
    [The discipline of teams](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FR0507P-PDF-ENG%2Frich-text).
    _Harvard Business Review_,
    _83_(7/8), 162–171.

    **Team Diversity and Inclusion**

    One of the main reasons cited for forming teams is to take advantage of diversity of backgrounds, skills, perspectives, and styles. But this diversity is only unleashed if a genuinely inclusive environment is created and maintained. Through these resources, you will focus on skills and tactics for managing diverse and virtual teams and ensuring a truly inclusive team culture.

    · Matsudaira, K. (2019).
    [How to create a great team culture (and why it matters)Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsgea&AN=edsgcl.588942270&site=eds-live&scope=site&custid=s6527200).
    _Communications of the ACM_,
    _62_(6), 42–44. https://doi.org/10.1145/3316778

    · Seven Dimensions. (2019).
    [_Managing a virtual team_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/managing-a-virtual-team) [Video].

    · Vickberg, S. M. J., & Christfort, K. (2017).
    [Pioneers, drivers, integrators, & guardians](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FR1702B-PDF-ENG%2Frich-text).
    _Harvard Business Review_,
    _95_(2), 50–57.

    ·
    **Note:** This article is featured in a spotlight package. The original article ends at the page titled “The Profiles at a Glance,” so it is recommended that you read only until this page. The time estimate does not include the page titled “How Work Styles Inform…” or anything further.

    · Williams, J. C., & Mihaylo, S. (2019).
    [How the best bosses interrupt bias on their teams](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FR1906L-PDF-ENG%2Frich-text).
    _Harvard Business Review_,
    _97_(6), 151–155.

    **Managing Teams Effectively**

    Autonomy, connection, and purpose are key drivers of motivation and engagement for both individuals and teams. Using these resources, you will examine skills and approaches that help teams be both effective and cohesive.

    · Ancona, D., & Isaacs, K. (2019, July 11).
    [How to give your team the right amount of autonomy](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05199-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4. http://hbr.org

    · Cable, D. (2019, October 22).
    [Helping your team feel the purpose in their work](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH058CA-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–7. http://hbr.org

    · Davey, L. (2019, December 23).
    [Let your team have that heated conversation](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05C1J-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–5. http://hbr.org

    · Su, A. J. (2019, December 16).
    [Do you really trust your team? (And do they trust you?)](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05BTN-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–7.
    [http://hbr.org](http://hbr.org/)

    **The Team Charter**

    One key mechanism for team development and success is the team charter. Through these resources, you will explore the elements of an effective team charter and how it helps guide and support your team as it works to achieve its goals.

    · Center for Creative Leadership. (n.d.).
    [_Keep your team on track with a team charter_ Links to an external site.](https://www.ccl.org/articles/leading-effectively-articles/what-is-this-team-for-and-why-am-i-here). https://www.ccl.org/articles/leading-effectively-articles/what-is-this-team-for-and-why-am-i-here

    · Claros Group. (n.d.).
    [_Jumpstart team success: Create a team charter_ Links to an external site.](http://www.clarosgroup.com/jumpstart.pdf). http://www.clarosgroup.com/jumpstart.pdf

    · Rodgers, L. A. (n.d.).
    [_Key elements you need in a team building charter_ Links to an external site.](https://better-teams.com/team-charters-key-elements). Better Teams. https://better-teams.com/team-charters-key-elements

    · Wittman, A. D. (2018, March 1).
    [To reduce burnout on your team, give people a sense of control](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH046TX-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4.
    [http://hbr.org](http://hbr.org/)

    **Coaching Through Uncertainty**

    Sooner or later, all teams face significant headwinds in the form of uncertainty and upheaval at the team, organizational, and/or societal level. Using these resources, you will explore skills for guiding your team through uncertain times with confidence and competence.

    · Gino, F., & Cable, D. (2020, April 24).
    [Coaching your team through uncertain times](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05KMB-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4. http://hbr.org

    · Knight, R. (2020, April 20).
    [How to talk to your team when the future is uncertain](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05KPA-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–8.
    [http://hbr.org](http://hbr.org/)

    **Important Documents for the Week**

    **Document:** [Week 7 Assignment Template (Word document)](https://waldenu.instructure.com/courses/171484/files/13724892?wrap=1)

    **## Week7AssignmentInstructions-ManagingPeople0PromotingCollab.docx**

    Developing Individuals and Teams Part 3: Developing Your Team: Draft Team Charter

    In Weeks 5 and 6 of Module 2, you conducted a simulated one-on-one coaching conversation with an employee to promote individual development. This week, for Part 3 of this Assignment, you will turn your focus from developing individuals and will now focus on developing teams. You will research the team charter, often used as a way to quickly build team cohesion and commitment, and will then develop a team charter for a team you know well—either one you are currently part of or one you have been part of in the past.

    As you prepare your Draft Team Charter, be sure not only to cover all items outlined, but incorporate appropriate examples, where applicable, as well as citations for relevant academic sources, such as those found in the Learning Resources or those in the Walden Library.

    This Assignment incorporates the Business Skill for Good of coaching and mentoring.

    **To prepare for this Assignment:**

    · Do some research to locate two team charter examples and consider their effectiveness in helping a team organize quickly for success and avoid derailment.

    · Identify a team you know well (either one you are currently a part of, or one you have been a part of in the past) to serve as the team you are leading (for the purpose of this exercise) and for which you will be creating a team charter. Additionally, as part of the documentation you will share with your manager, you will identify strategies to help your team develop and will evaluate the effectiveness of the charter to meet that goal.

    · As you develop your team charter, be sure to disguise the names of the organization and of any team members to protect privacy.

    · Download the
    [Week 7 Assignment Template](https://waldenu.instructure.com/courses/171484/files/13724892?wrap=1) [Download Week 7 Assignment Template](https://waldenu.instructure.com/courses/171484/files/13724892/download?download_frd=1).

    **Submit** your 4- to 5-page Draft Team Charter. To complete this task, address the following:

    · Analyze the two team charters you located for their effectiveness in helping a team organize quickly for success and avoid derailment. Based on your analysis, provide details of how the charters would contribute to a team’s success. Be sure to include a copy of the team charter examples you located.
    **Note:** These examples will not count toward your total page count.

    · Design your own team charter for your chosen team, being sure to address the following:

    · Describe the mission or purpose of the team.

    · Identify three to five specific and measurable goals or outcomes that collectively define success for the team in terms of fulfilling its mission.

    · Provide the names (disguised) of team members, describe their official team roles (if any), and indicate the key strengths of each team member in terms of their functional skills and knowledge, as well as their work style and approach.

    · List specific and behavioral ground rules that team members are expected to abide by in their work together and explain how violation of any of these ground rules will be handled within the team.

    · Outline the team’s approach to resolving conflicts that may arise as the team works together.

    · As a final part of the team charter, include an Appendix (to be provided only to your manager) that includes the following:

    · Based on your assessment of the members of the team and their strengths, skills, and work styles/approach, explain two or three strategies you plan to use to further develop the team and its members.

    · In addition, because your manager is also concerned with ensuring a strong and viable leadership pipeline—or overall “bench strength” in the succession plan—propose three specific actions you will take in the next 2–3 months as first steps in choosing and mentoring your successor as leader of this team.

    · Consider how you will choose the individual (what qualities will you look for?), how you will first propose the mentoring relationship, and what that first mentoring meeting might look like.

    · Defend your rationale for selecting the specific goals, ground rules, and approaches to conflict resolutions you drafted for the team, including how these guidelines will help the team develop and meet those goals. As part of your response, note any potential risks or challenges you may face as you implement the team charter, as well as what approach you will take to manage those challenges.

    **## Week7LearningResources-ManagingPeople0PromotingCollab.docx**

    **Managing People & Promoting Collab**

    **Week 7 Learning Resources**

    **Understanding Teams**

    These resources focus on understanding what distinguishes a true team from a work group and why this distinction matters in how you, as a manager, shape and lead your teams toward success.

    · Buchanan, L. (2015).
    [_Teams versus groups_ Links to an external site.](https://youtu.be/uG-FLOi4OOU) [Video]. YouTube. https://youtu.be/uG-FLOi4OOU

    · Katzenbach, J. R., & Smith, D. K. (2005).
    [The discipline of teams](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FR0507P-PDF-ENG%2Frich-text).
    _Harvard Business Review_,
    _83_(7/8), 162–171.

    **Team Diversity and Inclusion**

    One of the main reasons cited for forming teams is to take advantage of diversity of backgrounds, skills, perspectives, and styles. But this diversity is only unleashed if a genuinely inclusive environment is created and maintained. Through these resources, you will focus on skills and tactics for managing diverse and virtual teams and ensuring a truly inclusive team culture.

    · Matsudaira, K. (2019).
    [How to create a great team culture (and why it matters)Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsgea&AN=edsgcl.588942270&site=eds-live&scope=site&custid=s6527200).
    _Communications of the ACM_,
    _62_(6), 42–44. https://doi.org/10.1145/3316778

    · Seven Dimensions. (2019).
    [_Managing a virtual team_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/managing-a-virtual-team) [Video].

    · Vickberg, S. M. J., & Christfort, K. (2017).
    [Pioneers, drivers, integrators, & guardians](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FR1702B-PDF-ENG%2Frich-text).
    _Harvard Business Review_,
    _95_(2), 50–57.

    ·
    **Note:** This article is featured in a spotlight package. The original article ends at the page titled “The Profiles at a Glance,” so it is recommended that you read only until this page. The time estimate does not include the page titled “How Work Styles Inform…” or anything further.

    · Williams, J. C., & Mihaylo, S. (2019).
    [How the best bosses interrupt bias on their teams](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FR1906L-PDF-ENG%2Frich-text).
    _Harvard Business Review_,
    _97_(6), 151–155.

    **Managing Teams Effectively**

    Autonomy, connection, and purpose are key drivers of motivation and engagement for both individuals and teams. Using these resources, you will examine skills and approaches that help teams be both effective and cohesive.

    · Ancona, D., & Isaacs, K. (2019, July 11).
    [How to give your team the right amount of autonomy](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05199-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4. http://hbr.org

    · Cable, D. (2019, October 22).
    [Helping your team feel the purpose in their work](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH058CA-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–7. http://hbr.org

    · Davey, L. (2019, December 23).
    [Let your team have that heated conversation](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05C1J-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–5. http://hbr.org

    · Su, A. J. (2019, December 16).
    [Do you really trust your team? (And do they trust you?)](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05BTN-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–7.
    [http://hbr.org](http://hbr.org/)

    **The Team Charter**

    One key mechanism for team development and success is the team charter. Through these resources, you will explore the elements of an effective team charter and how it helps guide and support your team as it works to achieve its goals.

    · Center for Creative Leadership. (n.d.).
    [_Keep your team on track with a team charter_ Links to an external site.](https://www.ccl.org/articles/leading-effectively-articles/what-is-this-team-for-and-why-am-i-here). https://www.ccl.org/articles/leading-effectively-articles/what-is-this-team-for-and-why-am-i-here

    · Claros Group. (n.d.).
    [_Jumpstart team success: Create a team charter_ Links to an external site.](http://www.clarosgroup.com/jumpstart.pdf). http://www.clarosgroup.com/jumpstart.pdf

    · Rodgers, L. A. (n.d.).
    [_Key elements you need in a team building charter_ Links to an external site.](https://better-teams.com/team-charters-key-elements). Better Teams. https://better-teams.com/team-charters-key-elements

    · Wittman, A. D. (2018, March 1).
    [To reduce burnout on your team, give people a sense of control](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH046TX-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4.
    [http://hbr.org](http://hbr.org/)

    **Coaching Through Uncertainty**

    Sooner or later, all teams face significant headwinds in the form of uncertainty and upheaval at the team, organizational, and/or societal level. Using these resources, you will explore skills for guiding your team through uncertain times with confidence and competence.

    · Gino, F., & Cable, D. (2020, April 24).
    [Coaching your team through uncertain times](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05KMB-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4. http://hbr.org

    · Knight, R. (2020, April 20).
    [How to talk to your team when the future is uncertain](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05KPA-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–8.
    [http://hbr.org](http://hbr.org/)

    **Important Documents for the Week**

    **Document:** [Week 7 Assignment Template (Word document)](https://waldenu.instructure.com/courses/171484/files/13724892?wrap=1)

    **## Week7AssignmentInstructions-ManagingPeople0PromotingCollab.docx**

    Developing Individuals and Teams Part 3: Developing Your Team: Draft Team Charter

    In Weeks 5 and 6 of Module 2, you conducted a simulated one-on-one coaching conversation with an employee to promote individual development. This week, for Part 3 of this Assignment, you will turn your focus from developing individuals and will now focus on developing teams. You will research the team charter, often used as a way to quickly build team cohesion and commitment, and will then develop a team charter for a team you know well—either one you are currently part of or one you have been part of in the past.

    As you prepare your Draft Team Charter, be sure not only to cover all items outlined, but incorporate appropriate examples, where applicable, as well as citations for relevant academic sources, such as those found in the Learning Resources or those in the Walden Library.

    This Assignment incorporates the Business Skill for Good of coaching and mentoring.

    **To prepare for this Assignment:**

    · Do some research to locate two team charter examples and consider their effectiveness in helping a team organize quickly for success and avoid derailment.

    · Identify a team you know well (either one you are currently a part of, or one you have been a part of in the past) to serve as the team you are leading (for the purpose of this exercise) and for which you will be creating a team charter. Additionally, as part of the documentation you will share with your manager, you will identify strategies to help your team develop and will evaluate the effectiveness of the charter to meet that goal.

    · As you develop your team charter, be sure to disguise the names of the organization and of any team members to protect privacy.

    · Download the
    [Week 7 Assignment Template](https://waldenu.instructure.com/courses/171484/files/13724892?wrap=1) [Download Week 7 Assignment Template](https://waldenu.instructure.com/courses/171484/files/13724892/download?download_frd=1).

    **Submit** your 4- to 5-page Draft Team Charter. To complete this task, address the following:

    · Analyze the two team charters you located for their effectiveness in helping a team organize quickly for success and avoid derailment. Based on your analysis, provide details of how the charters would contribute to a team’s success. Be sure to include a copy of the team charter examples you located.
    **Note:** These examples will not count toward your total page count.

    · Design your own team charter for your chosen team, being sure to address the following:

    · Describe the mission or purpose of the team.

    · Identify three to five specific and measurable goals or outcomes that collectively define success for the team in terms of fulfilling its mission.

    · Provide the names (disguised) of team members, describe their official team roles (if any), and indicate the key strengths of each team member in terms of their functional skills and knowledge, as well as their work style and approach.

    · List specific and behavioral ground rules that team members are expected to abide by in their work together and explain how violation of any of these ground rules will be handled within the team.

    · Outline the team’s approach to resolving conflicts that may arise as the team works together.

    · As a final part of the team charter, include an Appendix (to be provided only to your manager) that includes the following:

    · Based on your assessment of the members of the team and their strengths, skills, and work styles/approach, explain two or three strategies you plan to use to further develop the team and its members.

    · In addition, because your manager is also concerned with ensuring a strong and viable leadership pipeline—or overall “bench strength” in the succession plan—propose three specific actions you will take in the next 2–3 months as first steps in choosing and mentoring your successor as leader of this team.

    · Consider how you will choose the individual (what qualities will you look for?), how you will first propose the mentoring relationship, and what that first mentoring meeting might look like.

    · Defend your rationale for selecting the specific goals, ground rules, and approaches to conflict resolutions you drafted for the team, including how these guidelines will help the team develop and meet those goals. As part of your response, note any potential risks or challenges you may face as you implement the team charter, as well as what approach you will take to manage those challenges.

    **## Week7LearningResources-ManagingPeople0PromotingCollab.docx**

    **Managing People & Promoting Collab**

    **Week 7 Learning Resources**

    **Understanding Teams**

    These resources focus on understanding what distinguishes a true team from a work group and why this distinction matters in how you, as a manager, shape and lead your teams toward success.

    · Buchanan, L. (2015).
    [_Teams versus groups_ Links to an external site.](https://youtu.be/uG-FLOi4OOU) [Video]. YouTube. https://youtu.be/uG-FLOi4OOU

    · Katzenbach, J. R., & Smith, D. K. (2005).
    [The discipline of teams](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FR0507P-PDF-ENG%2Frich-text).
    _Harvard Business Review_,
    _83_(7/8), 162–171.

    **Team Diversity and Inclusion**

    One of the main reasons cited for forming teams is to take advantage of diversity of backgrounds, skills, perspectives, and styles. But this diversity is only unleashed if a genuinely inclusive environment is created and maintained. Through these resources, you will focus on skills and tactics for managing diverse and virtual teams and ensuring a truly inclusive team culture.

    · Matsudaira, K. (2019).
    [How to create a great team culture (and why it matters)Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsgea&AN=edsgcl.588942270&site=eds-live&scope=site&custid=s6527200).
    _Communications of the ACM_,
    _62_(6), 42–44. https://doi.org/10.1145/3316778

    · Seven Dimensions. (2019).
    [_Managing a virtual team_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/managing-a-virtual-team) [Video].

    · Vickberg, S. M. J., & Christfort, K. (2017).
    [Pioneers, drivers, integrators, & guardians](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FR1702B-PDF-ENG%2Frich-text).
    _Harvard Business Review_,
    _95_(2), 50–57.

    ·
    **Note:** This article is featured in a spotlight package. The original article ends at the page titled “The Profiles at a Glance,” so it is recommended that you read only until this page. The time estimate does not include the page titled “How Work Styles Inform…” or anything further.

    · Williams, J. C., & Mihaylo, S. (2019).
    [How the best bosses interrupt bias on their teams](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FR1906L-PDF-ENG%2Frich-text).
    _Harvard Business Review_,
    _97_(6), 151–155.

    **Managing Teams Effectively**

    Autonomy, connection, and purpose are key drivers of motivation and engagement for both individuals and teams. Using these resources, you will examine skills and approaches that help teams be both effective and cohesive.

    · Ancona, D., & Isaacs, K. (2019, July 11).
    [How to give your team the right amount of autonomy](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05199-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4. http://hbr.org

    · Cable, D. (2019, October 22).
    [Helping your team feel the purpose in their work](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH058CA-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–7. http://hbr.org

    · Davey, L. (2019, December 23).
    [Let your team have that heated conversation](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05C1J-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–5. http://hbr.org

    · Su, A. J. (2019, December 16).
    [Do you really trust your team? (And do they trust you?)](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05BTN-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–7.
    [http://hbr.org](http://hbr.org/)

    **The Team Charter**

    One key mechanism for team development and success is the team charter. Through these resources, you will explore the elements of an effective team charter and how it helps guide and support your team as it works to achieve its goals.

    · Center for Creative Leadership. (n.d.).
    [_Keep your team on track with a team charter_ Links to an external site.](https://www.ccl.org/articles/leading-effectively-articles/what-is-this-team-for-and-why-am-i-here). https://www.ccl.org/articles/leading-effectively-articles/what-is-this-team-for-and-why-am-i-here

    · Claros Group. (n.d.).
    [_Jumpstart team success: Create a team charter_ Links to an external site.](http://www.clarosgroup.com/jumpstart.pdf). http://www.clarosgroup.com/jumpstart.pdf

    · Rodgers, L. A. (n.d.).
    [_Key elements you need in a team building charter_ Links to an external site.](https://better-teams.com/team-charters-key-elements). Better Teams. https://better-teams.com/team-charters-key-elements

    · Wittman, A. D. (2018, March 1).
    [To reduce burnout on your team, give people a sense of control](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH046TX-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4.
    [http://hbr.org](http://hbr.org/)

    **Coaching Through Uncertainty**

    Sooner or later, all teams face significant headwinds in the form of uncertainty and upheaval at the team, organizational, and/or societal level. Using these resources, you will explore skills for guiding your team through uncertain times with confidence and competence.

    · Gino, F., & Cable, D. (2020, April 24).
    [Coaching your team through uncertain times](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05KMB-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4. http://hbr.org

    · Knight, R. (2020, April 20).
    [How to talk to your team when the future is uncertain](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05KPA-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–8.
    [http://hbr.org](http://hbr.org/)

    **Important Documents for the Week**

    **Document:** [Week 7 Assignment Template (Word document)](https://waldenu.instructure.com/courses/171484/files/13724892?wrap=1)

    – 1
    – 2

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    – ## ResearchDesignandMethodsRCH5301UnitIVResearchStrategyAnalysis.docx – ## UnitIVStudyGuide.pdf **## ResearchDesignandMethodsRCH5301UnitIVResearchStrategyAnalysis.docx** 2 Research Design and Methods RCH 5301 **Unit IV Assignment** This assignment measures your mastery of ULOs 2.1, 2.2, 3.1, and 3…

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    – ## UnitIVStudyGuide.pdf

    **## ResearchDesignandMethodsRCH5301UnitIVResearchStrategyAnalysis.docx**

    2

    Research Design and Methods RCH 5301

    **Unit IV Assignment**

    This assignment measures your mastery of ULOs 2.1, 2.2, 3.1, and 3.2.

    **Research Strategy Analysis**

    Locate a primary research article in an academic journal from the CSU Online Library where the researcher(s) used a quantitative research strategy, a survey instrument, and inferential statistics. After reading the article, explain the following elements:

    · purpose of the study,

    · population of interest,

    · research questions,

    · constructs and variables being tested,

    · hypotheses,

    · research design,

    · analytical approach,

    · data analysis procedures used,

    · sampling frame,

    · sampling design (i.e., sampling type),

    · data collection method,

    · statistically significant inferences that are generalizable to the population of interest.

    Your assignment should consist of a minimum of two pages in length, not counting the required references page. Please thoroughly address all required elements listed above. Responses should be written in a narrative format rather than being formatted as short bullet points.

    Please use APA-compliant headings and sub-headings that align with the individual assignment elements and please respond to the assignment elements in the same sequence they are requested in the instructions. Do not combine elements within a section. Each assignment element should have its own section with APA heading. Adhere to all other APA Style and formatting guidelines, including in-text citations and references for all sources that are used. Include at least the article used as a source, but other credible sources may be used as needed.

    **## UnitIVStudyGuide.pdf**

    RCH 5301, Research Design and Methods 1

    Course Learning Outcomes for Unit IV

    At the end of this unit, you should be able to:

    2. Discriminate among the characteristics of qualitative and quantitative research methods.
    2.1 Deduce differences between a quantitative methodological research strategy and

    qualitative research strategy.
    2.2 Identify a primary research article in an academic journal where the researcher or

    researchers used a survey instrument and inferential statistics.

    3. Evaluate research designs.
    3.1 Differentiate between descriptive, explanatory, and exploratory research designs based on

    their unique characteristics.
    3.2 Analyze an academic study’s research design, analytical approach, data analysis

    procedures, data collection method, and sampling design.

    Required Unit Resources

    Chapter 3: The Use of Theory (ULOs 3.1 and 3.2)
    Read the following sections from this chapter:

    Quantitative Theory Use

    Chapter 4: Writing Strategies and Ethical Considerations (ULOs 3.1 and 3.2)

    Article: Research Methods: Quantitative Observation (ULOs 3.1 and 3.2)
    This article discusses using observation for quantitative data collection. (2 pages).

    Unit Lesson

    Lesson: Don’t Look Now, but You’re Being Observed (ULOs 3.1 and 3.2)

    Introduction

    Most of the focus of data collection in this course has been on the survey or self-completion questionnaire.
    While the survey is the most often used quantitative data collection method in research, there are other non-
    experimental methods for collecting data, such as structured observation, content analysis, and utilizing
    secondary data.

    Structured Observation

    As the name implies, structured observation is a process where the researcher systematically and visually
    examines and quantifies phenomena as they occur. While observation research is often associated with the
    qualitative research methodology, structured observation is decidedly quantitative. Characteristics of
    observation research that make it a positivist’s tool are that the variables to be studied are predetermined
    through the structure, and the variables are quantifiable. These are two conditions that are foreign to
    qualitative research.

    Variables under structured observation are varied. Virtually anything that can be counted can be studied
    through structured observation, including objects, time, events, words, clicks, people, and behavior. Even
    nonverbal communication can be observed and quantified, including facial expressions, body language, eye

    UNIT IV STUDY GUIDE
    Quantitative Research Using Naturally
    Occurring Data, Secondary Data, and
    Official Statistics

    RCH 5301, Research Design and Methods 2

    UNIT x STUDY GUIDE
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    movements, personal space, gestures, and manners. For example, assume medical patients are under
    observation in a health care facility, and the predetermined variables to measure are facial expressions, body
    language, eye movements, personal space, manners, time, objects, demographics, and actions. The
    researcher might devise an observation schedule that includes the variables below.

    Was the purpose of the patient’s visit to:

    • seek treatment for a new medical concern (event)?
    • seek treatment for an existing medical condition (event)?

    When approached by the medical provider, did the patient:

    • smile, frown, or remain unchanged (facial expression)?
    • stand still, back away, or lean into the medical provider (personal space)?
    • shake the provider’s hand (manners)?
    • fold their arms or keep them dangling in a relaxed manner (body language)?
    • make steady eye contact or avoid looking at the provider directly (eye movement)?
    • mention the current condition that is being treated (words)?

    How much time did the patient:

    • speak with the provider (timing)?
    • engage in conversation with other patients (timing)?
    • spend in common areas (timing)?
    • isolate in their room (timing)?
    • handle common area activities, such as books (timing)?

    Which items did the patient handle while in the common area?

    • Educational literature (object)?
    • Magazines (object)?
    • Books (object)?
    • Board games (object)?

    What was the patient’s:

    • gender (demographics)?
    • age (demographics)?

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    Structured observation can take place in a controlled environment (i.e., contrived observation), such as a
    laboratory, but observation most often occurs in the participants’ natural environment, such as a field location
    or facility, which was used in the example above. Research outside of a lab has the potential for a more
    realistic and unbiased accounting of behavior since participants are unlikely to modify their actions to meet
    researcher expectations. In either case, the structured observation takes place without researcher
    intervention, although the research can be conducted overtly (i.e., undisguised observation) or covertly (i.e.,
    disguised observation). If conducted overtly, the participants are aware they are the subject of research. This
    can create bias since the participants are likely to modify their behavior to conform to how they think the
    researcher expects them to behave. This is known as reactivity. This is also known colloquially as the
    Hawthorne effect. The name originates from a series of 1920s industrial experiments conducted at Western
    Electric’s large Hawthorne plant in Cicero, Illinois. Although there were four different studies, the Illumination
    Experiments (1924–1927) were the most illuminating (pun intended) about the phenomenon called reactivity
    (Perera, 2021; Price et al., 2017).

    In the Illumination Experiments, researchers were seeking to determine if there was a relationship between
    the variables of illumination levels and factory productivity. They hypothesized that the relationship would be
    positive, meaning the variables would move in the same direction. For example, they guessed as illumination
    levels decreased, productivity would decrease, and as illumination levels increased, productivity would

    RCH 5301, Research Design and Methods 4

    UNIT x STUDY GUIDE
    Title

    increase. The researchers were surprised to find, however, that no matter the change in illumination,
    productivity increased. As illumination increased, productivity increased. As illumination decreased,
    productivity increased. It was determined that the workers’ awareness of being studied was severely biasing
    results. Interestingly, reactivity begins to wane over time as participants become desensitized to the presence
    of researchers, and their behaviors begin to normalize. This is precisely what occurred at the Hawthorne
    factory (Perera, 2021).

    To avoid bias from reactivity, observation research can be conducted covertly so that the participants are
    unaware that they are the subjects of research. While this can eliminate the risk of bias, it can potentially
    increase ethical risks. However, researchers generally accept covert observation as ethical if participants’
    anonymity is preserved, and the observation is performed in public where there is no expectation of privacy
    (Cooper & Schindler, 2014).

    Structured observation is very similar to naturalistic observation and participant observation, which are
    qualitative data collection methods. The difference between structured observation, naturalistic observation,
    and participant observation is that structured observation is intended to quantify a relatively small number of
    variables rather than record and interpret all the behaviors that are taking place (Price et al., 2017).

    It should be noted that everything that was discussed in previous units about sampling applies to structured
    observation; however, probability sampling can be challenging since it is often difficult to develop a sampling
    frame in observation studies. It then follows that making valid and reliable inferences about a population of
    interest, or generalizing results, can be difficult to achieve (Price et al., 2017).

    Structured Observation in Practice

    In addition to structured observation that occurs in participants’ natural environments, there are many other
    methods available to researchers to capture observation data. Many of these other methods use cutting-edge
    technology. The following describes examples of structured observation in practice, but this is nowhere near a
    complete list of all observation methods.

    Mechanical Observation

    It is not always possible or practical for researchers to observe the phenomena in real time in the participant’s
    natural environment. In these instances, mechanical observation is an effective alternative. Traffic cameras
    and other mechanical devices are commonly used to quantify usage of roadways and to identify traffic
    patterns that may be problematic. Video cameras and time-lapse photography are used in busy warehouses
    to improve the flow of product and safety for employees who are working around dangerous equipment.
    Nielsen Media Research uses mechanical observation to collect data on which television shows are being
    watched in households, on which television sets, who is watching them, and for how long. Arbitron performs
    similar observation research on radio audiences. Scanner-based observation is another mechanical means of
    capturing consumer purchase behavior data through scanned UPC codes. This is an easy way to collect large
    amounts of data that can be used to analyze the relationship between consumer behavior and variables like
    promotion and pricing (Cooper & Schindler, 2014).

    Satellite Imagery

    Observation from space is a unique example of observation research. Satellites are routinely used to observe
    activity at ports, shipping terminals, oil refineries, retail establishments, and farms. This data enables the
    quantification of shipping containers and vessel traffic in ports; supply of energy at oil refineries; consumer
    traffic at retail establishments like Walmart, Lowes, and McDonalds; and crop yields. Satellite data is then
    used to make inferences about economic activity (Eamon, 2010; Goldstein, 2010).

    Eye Tracking

    Eye tracking is a desirable observation method since it captures what subjects actually do rather than what
    they say they do. Eye tracking uses infrared-enabled webcam and wearable technology to quantify research
    participants’ conscious and unconscious eye movements to determine what they pay attention to (behavior)
    and for how long (timing). Eye tracking is useful for capturing participant data and the attention paid to online

    RCH 5301, Research Design and Methods 5

    UNIT x STUDY GUIDE
    Title

    stimuli. It is especially beneficial in online environments since eye-tracking data can be linked directly to
    behavior.

    Heat Mapping

    The purpose of heat mapping, like eye tracking, is to quantify human behavior using special technology. The
    technology is used to measure variables like cursor movements, scrolling activity, clicks and click-through
    rates, page views, and time per page for all website visitors. Activity is color coded, so high activity appears
    visually in gradients of red, and low activity appears as gradients of green. Heat mapping technology can also
    be used to create heat maps for consumer behavior and physical movements in retail establishments.
    Regardless of whether heat mapping is used for creating a visualization of behavior in digital or non-digital
    environments, the data can be used to make strategic decisions to improve the effectiveness of lower activity
    areas (Perez, 2020).

    Retail heat mapping (Soltani, 2015)

    Neuromarketing

    Neurofocus is a company that uses technology called quantified electroencephalography (QEEG) to measure
    a subject’s brain activity in different parts of their brain. The data is captured through discreet electrodes
    attached to the subject’s head and displayed in a format like a heat map. QEEG is like magnetic resonance
    imaging (MRI) technology, but it is mobile and allows the capture of data in dynamic environments. For
    example, electrodes can be attached to consumers to observe the alpha-wave brain activity as they engage
    in surfing the web. As their alpha-wave activity is triggered by interest in different websites, the researcher will
    observe their brain images that light in hotter gradients of red. As subject interest wanes, researchers will
    observe areas of the brain’s lighting in cooler gradients of green.

    Education

    Observation research is routinely used in many domains of interest, including education. For example,
    structured observation could be used in the classroom to quantify the number of questions asked by students
    during class time to determine if a relationship exists with grade point average.

    RCH 5301, Research Design and Methods 6

    UNIT x STUDY GUIDE
    Title

    Time and Motion

    Time and motion studies provide a great application for structured observation research. Quantifying the
    number of movements and time required to make those movements can be helpful in reducing waste,
    increasing efficiency, and raising safety awareness (Drew, 2022).

    Safety, Health Care, and Medicine

    Structured observation research in safety, health care, and medicine has been used to quantify the types,
    frequency, and severity of negative events across various departments, including operations, pharmacy,
    emergency, operating rooms, anesthesia, obstetrics, and intensive care. For example, the type, frequency,
    and severity of incorrect drug administration is easily quantifiable through observation research. In addition to
    improving operational efficiency, the most beneficial aspect of observation research in a safety or health care
    setting is the reduction of workplace accidents and illnesses and the detrimental effects of adverse care,
    including death (Carthey, 2003).

    Content Analysis

    Content analysis is like structured observation in that it is a quantitative process where the researcher
    systematically and visually examines and quantifies existing words, titles, subjects, actors, and images within
    published or unpublished print or digital media, including news articles, letters, emails, advertisements,
    television shows, and websites. The content analysis may measure either the inclusion or exclusion of the
    variable or variables under study. This should not be confused with the qualitative content analysis, which is
    subjective. In the qualitative content analysis, the researcher interprets and constructs meaning from the print
    or digital media. In quantitative content analysis, the researcher objectively quantifies what is found in the
    media and does not interject their values or interpret meaning. Content analysis would be an incredibly time-
    consuming and tedious exercise if it were done manually. Fortunately, there are technology solutions to
    facilitate this process so researchers can spend most of their time on data analysis rather than data collection
    (Zikmund et al., 2013).

    Secondary Data Analysis

    Secondary data analysis (i.e., archival research) is a quantitative approach to research using data that has
    already been collected for other purposes, by other people and researchers, such as academic study data,
    commercial and trade data, organizational data, and government data (Zikmund et al., 2013). For example,
    the scanner data mentioned above in the discussion on mechanical observation is normally collected by
    individual grocery store chains to monitor their own customers. However, the National Grocers Association
    could aggregate scanner data from their association members to share with the entire association, even those
    without access to their own scanner data. This would be a useful means of secondary data analysis.

    In Closing

    Many of the practical examples of structured observation make use of cutting-edge technology, and there is
    no stopping it. Technology is pervasive in society and is often used to surreptitiously capture consumer
    information through so-called surveillance products. See the examples below.

    • Smartwatches capture health, exercise, and sleep data.
    • Geolocation technology and GPS navigation apps track people’s activities and vehicle movements.
    • Smartphones, tablets, and laptops listen to their users.
    • Amazon’s Alexa and Apple's Siri capture user activity and listen to conversations.
    • Smart refrigerators, washing machines, and other appliances have listening capabilities.
    • Millions of users on social networking sites have no appreciation for privacy and gladly share their

    most intimate details.
    • Radio-frequency identification (RFID) chips used in toll passes, passports, payment mechanisms, and

    reward fobs track owners’ movements.

    Many consumers naively believe that marketers respect their privacy. Perhaps the most successful marketing
    organization in history, Amazon, has been caught collecting user conversations through Alexa without
    their knowledge. Since being caught with their hand in the cookie jar, Amazon now allows users to opt

    RCH 5301, Research Design and Methods 7

    UNIT x STUDY GUIDE
    Title

    out of this functionality, but many users are still unaware of this option or are simply unconcerned.
    Similarly, users of Gmail and Google Calendar open personal, business, and contact information that
    is available to Google to peruse at will, without requiring permission, and with no explanation required.
    Many other users are willing to trade privacy and confidentiality for convenience or productivity. Still, others
    are willing to swap their privacy for “free” services from companies like Google or Bing (Kelly, 2022).

    Experts in the field warn the public that the danger from these means of observation has never been more
    serious. The information that consumers share willingly and unwillingly with marketers can be accessed and
    abused by governments, hackers, and others (Kelly, 2022). For consumers, privacy and confidentiality should
    be a top concern, especially given the potential for search histories, location data, text messages, emails, and
    other digital information to be accessed, analyzed, and sold to third-party marketers and government
    agencies. Some would say that George Orwell’s vision in 1984 is alive and well in today’s society, and it is
    being facilitated through observation research technology. Researchers should enjoy the efficiency and
    quality of data provided through observation research technology, but they should always be mindful to do no
    harm.

    References

    Carthey, J. (2003). The role of structured observational research in health care. BMJ Publishing Group Ltd. &

    The Health Foundation. https://qualitysafety.bmj.com/content/12/suppl_2/ii13

    Cooper, D. R., & Schindler, P. S. (2014). Business research methods (12th ed.). McGraw-Hill.

    Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods

    approaches (6th ed.). SAGE. https://online.vitalsource.com/#/books/9781071817964

    Drew, C. (2022, October 23). 10 observational research examples. The Helpful Professor.

    https://helpfulprofessor.com/observational-research-examples/

    Eamon, J. (2010, August 17). Spying for profits: The satellite image indicator. CNBC.

    https://www.cnbc.com/2010/08/17/Spying-For-Profits:-The-Satellite-Image-Indicator.html?slide=1

    Ellis, P. (2024). Research methods: Quantitative observation. Wounds UK, 20(2), 73-74.

    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=cul&AN=178268293&site=ehost-live&scope=site

    Goldstein, J. (2010, August 19). With satellite images, Wall Street analysts spy on Wal-Mart. NPR.

    https://www.npr.org/sections/money/2010/08/19/129298095/with-satellite-images-wall-street-analysts-
    spy-on-wal-mart

    Kelly, S. M. (2022, October 2). Amazon is always watching. CNN.

    https://www.cnn.com/2022/10/02/tech/amazon-product-event/index.html

    Perera, A. (2021, May 28). What is the Hawthorne effect? Simply Psychology.

    https://www.simplypsychology.org/hawthorne-effect.html

    Perez, J. (2020, May 20). What’s so hot about heat mapping? Pinckney.

    https://pinckneymarketing.com/whats-so-hot-about-heat-mapping/

    Price, P. C., Jhangiani, R., Chiang, I. A., Leighton, D. C., & Cuttler, C. (2017). 6.5 Observational research. In

    Research methods in psychology. Pressbooks.
    https://opentext.wsu.edu/carriecuttler/chapter/observational-research/

    Soltani, A. (2016, April 30). Privacy trade-offs in retail tracking [Image]. Federal Trade Commission.

    https://www.ftc.gov/policy/advocacy-research/tech-at-ftc/2015/04/privacy-trade-offs-retail-tracking

    Zikmund, W. G., Babin, B. J., Carr, J. C., & Griffin, M. (2013). Business research methods (9th ed.). Cengage

    Learning.

    **## UnitIVStudyGuide.pdf**

    RCH 5301, Research Design and Methods 1

    Course Learning Outcomes for Unit IV

    At the end of this unit, you should be able to:

    2. Discriminate among the characteristics of qualitative and quantitative research methods.
    2.1 Deduce differences between a quantitative methodological research strategy and

    qualitative research strategy.
    2.2 Identify a primary research article in an academic journal where the researcher or

    researchers used a survey instrument and inferential statistics.

    3. Evaluate research designs.
    3.1 Differentiate between descriptive, explanatory, and exploratory research designs based on

    their unique characteristics.
    3.2 Analyze an academic study’s research design, analytical approach, data analysis

    procedures, data collection method, and sampling design.

    Required Unit Resources

    Chapter 3: The Use of Theory (ULOs 3.1 and 3.2)
    Read the following sections from this chapter:

    Quantitative Theory Use

    Chapter 4: Writing Strategies and Ethical Considerations (ULOs 3.1 and 3.2)

    Article: Research Methods: Quantitative Observation (ULOs 3.1 and 3.2)
    This article discusses using observation for quantitative data collection. (2 pages).

    Unit Lesson

    Lesson: Don’t Look Now, but You’re Being Observed (ULOs 3.1 and 3.2)

    Introduction

    Most of the focus of data collection in this course has been on the survey or self-completion questionnaire.
    While the survey is the most often used quantitative data collection method in research, there are other non-
    experimental methods for collecting data, such as structured observation, content analysis, and utilizing
    secondary data.

    Structured Observation

    As the name implies, structured observation is a process where the researcher systematically and visually
    examines and quantifies phenomena as they occur. While observation research is often associated with the
    qualitative research methodology, structured observation is decidedly quantitative. Characteristics of
    observation research that make it a positivist’s tool are that the variables to be studied are predetermined
    through the structure, and the variables are quantifiable. These are two conditions that are foreign to
    qualitative research.

    Variables under structured observation are varied. Virtually anything that can be counted can be studied
    through structured observation, including objects, time, events, words, clicks, people, and behavior. Even
    nonverbal communication can be observed and quantified, including facial expressions, body language, eye

    UNIT IV STUDY GUIDE
    Quantitative Research Using Naturally
    Occurring Data, Secondary Data, and
    Official Statistics

    RCH 5301, Research Design and Methods 2

    UNIT x STUDY GUIDE
    Title

    movements, personal space, gestures, and manners. For example, assume medical patients are under
    observation in a health care facility, and the predetermined variables to measure are facial expressions, body
    language, eye movements, personal space, manners, time, objects, demographics, and actions. The
    researcher might devise an observation schedule that includes the variables below.

    Was the purpose of the patient’s visit to:

    • seek treatment for a new medical concern (event)?
    • seek treatment for an existing medical condition (event)?

    When approached by the medical provider, did the patient:

    • smile, frown, or remain unchanged (facial expression)?
    • stand still, back away, or lean into the medical provider (personal space)?
    • shake the provider’s hand (manners)?
    • fold their arms or keep them dangling in a relaxed manner (body language)?
    • make steady eye contact or avoid looking at the provider directly (eye movement)?
    • mention the current condition that is being treated (words)?

    How much time did the patient:

    • speak with the provider (timing)?
    • engage in conversation with other patients (timing)?
    • spend in common areas (timing)?
    • isolate in their room (timing)?
    • handle common area activities, such as books (timing)?

    Which items did the patient handle while in the common area?

    • Educational literature (object)?
    • Magazines (object)?
    • Books (object)?
    • Board games (object)?

    What was the patient’s:

    • gender (demographics)?
    • age (demographics)?

    RCH 5301, Research Design and Methods 3

    UNIT x STUDY GUIDE
    Title

    Structured observation can take place in a controlled environment (i.e., contrived observation), such as a
    laboratory, but observation most often occurs in the participants’ natural environment, such as a field location
    or facility, which was used in the example above. Research outside of a lab has the potential for a more
    realistic and unbiased accounting of behavior since participants are unlikely to modify their actions to meet
    researcher expectations. In either case, the structured observation takes place without researcher
    intervention, although the research can be conducted overtly (i.e., undisguised observation) or covertly (i.e.,
    disguised observation). If conducted overtly, the participants are aware they are the subject of research. This
    can create bias since the participants are likely to modify their behavior to conform to how they think the
    researcher expects them to behave. This is known as reactivity. This is also known colloquially as the
    Hawthorne effect. The name originates from a series of 1920s industrial experiments conducted at Western
    Electric’s large Hawthorne plant in Cicero, Illinois. Although there were four different studies, the Illumination
    Experiments (1924–1927) were the most illuminating (pun intended) about the phenomenon called reactivity
    (Perera, 2021; Price et al., 2017).

    In the Illumination Experiments, researchers were seeking to determine if there was a relationship between
    the variables of illumination levels and factory productivity. They hypothesized that the relationship would be
    positive, meaning the variables would move in the same direction. For example, they guessed as illumination
    levels decreased, productivity would decrease, and as illumination levels increased, productivity would

    RCH 5301, Research Design and Methods 4

    UNIT x STUDY GUIDE
    Title

    increase. The researchers were surprised to find, however, that no matter the change in illumination,
    productivity increased. As illumination increased, productivity increased. As illumination decreased,
    productivity increased. It was determined that the workers’ awareness of being studied was severely biasing
    results. Interestingly, reactivity begins to wane over time as participants become desensitized to the presence
    of researchers, and their behaviors begin to normalize. This is precisely what occurred at the Hawthorne
    factory (Perera, 2021).

    To avoid bias from reactivity, observation research can be conducted covertly so that the participants are
    unaware that they are the subjects of research. While this can eliminate the risk of bias, it can potentially
    increase ethical risks. However, researchers generally accept covert observation as ethical if participants’
    anonymity is preserved, and the observation is performed in public where there is no expectation of privacy
    (Cooper & Schindler, 2014).

    Structured observation is very similar to naturalistic observation and participant observation, which are
    qualitative data collection methods. The difference between structured observation, naturalistic observation,
    and participant observation is that structured observation is intended to quantify a relatively small number of
    variables rather than record and interpret all the behaviors that are taking place (Price et al., 2017).

    It should be noted that everything that was discussed in previous units about sampling applies to structured
    observation; however, probability sampling can be challenging since it is often difficult to develop a sampling
    frame in observation studies. It then follows that making valid and reliable inferences about a population of
    interest, or generalizing results, can be difficult to achieve (Price et al., 2017).

    Structured Observation in Practice

    In addition to structured observation that occurs in participants’ natural environments, there are many other
    methods available to researchers to capture observation data. Many of these other methods use cutting-edge
    technology. The following describes examples of structured observation in practice, but this is nowhere near a
    complete list of all observation methods.

    Mechanical Observation

    It is not always possible or practical for researchers to observe the phenomena in real time in the participant’s
    natural environment. In these instances, mechanical observation is an effective alternative. Traffic cameras
    and other mechanical devices are commonly used to quantify usage of roadways and to identify traffic
    patterns that may be problematic. Video cameras and time-lapse photography are used in busy warehouses
    to improve the flow of product and safety for employees who are working around dangerous equipment.
    Nielsen Media Research uses mechanical observation to collect data on which television shows are being
    watched in households, on which television sets, who is watching them, and for how long. Arbitron performs
    similar observation research on radio audiences. Scanner-based observation is another mechanical means of
    capturing consumer purchase behavior data through scanned UPC codes. This is an easy way to collect large
    amounts of data that can be used to analyze the relationship between consumer behavior and variables like
    promotion and pricing (Cooper & Schindler, 2014).

    Satellite Imagery

    Observation from space is a unique example of observation research. Satellites are routinely used to observe
    activity at ports, shipping terminals, oil refineries, retail establishments, and farms. This data enables the
    quantification of shipping containers and vessel traffic in ports; supply of energy at oil refineries; consumer
    traffic at retail establishments like Walmart, Lowes, and McDonalds; and crop yields. Satellite data is then
    used to make inferences about economic activity (Eamon, 2010; Goldstein, 2010).

    Eye Tracking

    Eye tracking is a desirable observation method since it captures what subjects actually do rather than what
    they say they do. Eye tracking uses infrared-enabled webcam and wearable technology to quantify research
    participants’ conscious and unconscious eye movements to determine what they pay attention to (behavior)
    and for how long (timing). Eye tracking is useful for capturing participant data and the attention paid to online

    RCH 5301, Research Design and Methods 5

    UNIT x STUDY GUIDE
    Title

    stimuli. It is especially beneficial in online environments since eye-tracking data can be linked directly to
    behavior.

    Heat Mapping

    The purpose of heat mapping, like eye tracking, is to quantify human behavior using special technology. The
    technology is used to measure variables like cursor movements, scrolling activity, clicks and click-through
    rates, page views, and time per page for all website visitors. Activity is color coded, so high activity appears
    visually in gradients of red, and low activity appears as gradients of green. Heat mapping technology can also
    be used to create heat maps for consumer behavior and physical movements in retail establishments.
    Regardless of whether heat mapping is used for creating a visualization of behavior in digital or non-digital
    environments, the data can be used to make strategic decisions to improve the effectiveness of lower activity
    areas (Perez, 2020).

    Retail heat mapping (Soltani, 2015)

    Neuromarketing

    Neurofocus is a company that uses technology called quantified electroencephalography (QEEG) to measure
    a subject’s brain activity in different parts of their brain. The data is captured through discreet electrodes
    attached to the subject’s head and displayed in a format like a heat map. QEEG is like magnetic resonance
    imaging (MRI) technology, but it is mobile and allows the capture of data in dynamic environments. For
    example, electrodes can be attached to consumers to observe the alpha-wave brain activity as they engage
    in surfing the web. As their alpha-wave activity is triggered by interest in different websites, the researcher will
    observe their brain images that light in hotter gradients of red. As subject interest wanes, researchers will
    observe areas of the brain’s lighting in cooler gradients of green.

    Education

    Observation research is routinely used in many domains of interest, including education. For example,
    structured observation could be used in the classroom to quantify the number of questions asked by students
    during class time to determine if a relationship exists with grade point average.

    RCH 5301, Research Design and Methods 6

    UNIT x STUDY GUIDE
    Title

    Time and Motion

    Time and motion studies provide a great application for structured observation research. Quantifying the
    number of movements and time required to make those movements can be helpful in reducing waste,
    increasing efficiency, and raising safety awareness (Drew, 2022).

    Safety, Health Care, and Medicine

    Structured observation research in safety, health care, and medicine has been used to quantify the types,
    frequency, and severity of negative events across various departments, including operations, pharmacy,
    emergency, operating rooms, anesthesia, obstetrics, and intensive care. For example, the type, frequency,
    and severity of incorrect drug administration is easily quantifiable through observation research. In addition to
    improving operational efficiency, the most beneficial aspect of observation research in a safety or health care
    setting is the reduction of workplace accidents and illnesses and the detrimental effects of adverse care,
    including death (Carthey, 2003).

    Content Analysis

    Content analysis is like structured observation in that it is a quantitative process where the researcher
    systematically and visually examines and quantifies existing words, titles, subjects, actors, and images within
    published or unpublished print or digital media, including news articles, letters, emails, advertisements,
    television shows, and websites. The content analysis may measure either the inclusion or exclusion of the
    variable or variables under study. This should not be confused with the qualitative content analysis, which is
    subjective. In the qualitative content analysis, the researcher interprets and constructs meaning from the print
    or digital media. In quantitative content analysis, the researcher objectively quantifies what is found in the
    media and does not interject their values or interpret meaning. Content analysis would be an incredibly time-
    consuming and tedious exercise if it were done manually. Fortunately, there are technology solutions to
    facilitate this process so researchers can spend most of their time on data analysis rather than data collection
    (Zikmund et al., 2013).

    Secondary Data Analysis

    Secondary data analysis (i.e., archival research) is a quantitative approach to research using data that has
    already been collected for other purposes, by other people and researchers, such as academic study data,
    commercial and trade data, organizational data, and government data (Zikmund et al., 2013). For example,
    the scanner data mentioned above in the discussion on mechanical observation is normally collected by
    individual grocery store chains to monitor their own customers. However, the National Grocers Association
    could aggregate scanner data from their association members to share with the entire association, even those
    without access to their own scanner data. This would be a useful means of secondary data analysis.

    In Closing

    Many of the practical examples of structured observation make use of cutting-edge technology, and there is
    no stopping it. Technology is pervasive in society and is often used to surreptitiously capture consumer
    information through so-called surveillance products. See the examples below.

    • Smartwatches capture health, exercise, and sleep data.
    • Geolocation technology and GPS navigation apps track people’s activities and vehicle movements.
    • Smartphones, tablets, and laptops listen to their users.
    • Amazon’s Alexa and Apple's Siri capture user activity and listen to conversations.
    • Smart refrigerators, washing machines, and other appliances have listening capabilities.
    • Millions of users on social networking sites have no appreciation for privacy and gladly share their

    most intimate details.
    • Radio-frequency identification (RFID) chips used in toll passes, passports, payment mechanisms, and

    reward fobs track owners’ movements.

    Many consumers naively believe that marketers respect their privacy. Perhaps the most successful marketing
    organization in history, Amazon, has been caught collecting user conversations through Alexa without
    their knowledge. Since being caught with their hand in the cookie jar, Amazon now allows users to opt

    RCH 5301, Research Design and Methods 7

    UNIT x STUDY GUIDE
    Title

    out of this functionality, but many users are still unaware of this option or are simply unconcerned.
    Similarly, users of Gmail and Google Calendar open personal, business, and contact information that
    is available to Google to peruse at will, without requiring permission, and with no explanation required.
    Many other users are willing to trade privacy and confidentiality for convenience or productivity. Still, others
    are willing to swap their privacy for “free” services from companies like Google or Bing (Kelly, 2022).

    Experts in the field warn the public that the danger from these means of observation has never been more
    serious. The information that consumers share willingly and unwillingly with marketers can be accessed and
    abused by governments, hackers, and others (Kelly, 2022). For consumers, privacy and confidentiality should
    be a top concern, especially given the potential for search histories, location data, text messages, emails, and
    other digital information to be accessed, analyzed, and sold to third-party marketers and government
    agencies. Some would say that George Orwell’s vision in 1984 is alive and well in today’s society, and it is
    being facilitated through observation research technology. Researchers should enjoy the efficiency and
    quality of data provided through observation research technology, but they should always be mindful to do no
    harm.

    References

    Carthey, J. (2003). The role of structured observational research in health care. BMJ Publishing Group Ltd. &

    The Health Foundation. https://qualitysafety.bmj.com/content/12/suppl_2/ii13

    Cooper, D. R., & Schindler, P. S. (2014). Business research methods (12th ed.). McGraw-Hill.

    Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods

    approaches (6th ed.). SAGE. https://online.vitalsource.com/#/books/9781071817964

    Drew, C. (2022, October 23). 10 observational research examples. The Helpful Professor.

    https://helpfulprofessor.com/observational-research-examples/

    Eamon, J. (2010, August 17). Spying for profits: The satellite image indicator. CNBC.

    https://www.cnbc.com/2010/08/17/Spying-For-Profits:-The-Satellite-Image-Indicator.html?slide=1

    Ellis, P. (2024). Research methods: Quantitative observation. Wounds UK, 20(2), 73-74.

    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=cul&AN=178268293&site=ehost-live&scope=site

    Goldstein, J. (2010, August 19). With satellite images, Wall Street analysts spy on Wal-Mart. NPR.

    https://www.npr.org/sections/money/2010/08/19/129298095/with-satellite-images-wall-street-analysts-
    spy-on-wal-mart

    Kelly, S. M. (2022, October 2). Amazon is always watching. CNN.

    https://www.cnn.com/2022/10/02/tech/amazon-product-event/index.html

    Perera, A. (2021, May 28). What is the Hawthorne effect? Simply Psychology.

    https://www.simplypsychology.org/hawthorne-effect.html

    Perez, J. (2020, May 20). What’s so hot about heat mapping? Pinckney.

    https://pinckneymarketing.com/whats-so-hot-about-heat-mapping/

    Price, P. C., Jhangiani, R., Chiang, I. A., Leighton, D. C., & Cuttler, C. (2017). 6.5 Observational research. In

    Research methods in psychology. Pressbooks.
    https://opentext.wsu.edu/carriecuttler/chapter/observational-research/

    Soltani, A. (2016, April 30). Privacy trade-offs in retail tracking [Image]. Federal Trade Commission.

    https://www.ftc.gov/policy/advocacy-research/tech-at-ftc/2015/04/privacy-trade-offs-retail-tracking

    Zikmund, W. G., Babin, B. J., Carr, J. C., & Griffin, M. (2013). Business research methods (9th ed.). Cengage

    Learning.

    **## ResearchDesignandMethodsRCH5301UnitIVResearchStrategyAnalysis.docx**

    2

    Research Design and Methods RCH 5301

    **Unit IV Assignment**

    This assignment measures your mastery of ULOs 2.1, 2.2, 3.1, and 3.2.

    **Research Strategy Analysis**

    Locate a primary research article in an academic journal from the CSU Online Library where the researcher(s) used a quantitative research strategy, a survey instrument, and inferential statistics. After reading the article, explain the following elements:

    · purpose of the study,

    · population of interest,

    · research questions,

    · constructs and variables being tested,

    · hypotheses,

    · research design,

    · analytical approach,

    · data analysis procedures used,

    · sampling frame,

    · sampling design (i.e., sampling type),

    · data collection method,

    · statistically significant inferences that are generalizable to the population of interest.

    Your assignment should consist of a minimum of two pages in length, not counting the required references page. Please thoroughly address all required elements listed above. Responses should be written in a narrative format rather than being formatted as short bullet points.

    Please use APA-compliant headings and sub-headings that align with the individual assignment elements and please respond to the assignment elements in the same sequence they are requested in the instructions. Do not combine elements within a section. Each assignment element should have its own section with APA heading. Adhere to all other APA Style and formatting guidelines, including in-text citations and references for all sources that are used. Include at least the article used as a source, but other credible sources may be used as needed.

    **## UnitIVStudyGuide.pdf**

    RCH 5301, Research Design and Methods 1

    Course Learning Outcomes for Unit IV

    At the end of this unit, you should be able to:

    2. Discriminate among the characteristics of qualitative and quantitative research methods.
    2.1 Deduce differences between a quantitative methodological research strategy and

    qualitative research strategy.
    2.2 Identify a primary research article in an academic journal where the researcher or

    researchers used a survey instrument and inferential statistics.

    3. Evaluate research designs.
    3.1 Differentiate between descriptive, explanatory, and exploratory research designs based on

    their unique characteristics.
    3.2 Analyze an academic study’s research design, analytical approach, data analysis

    procedures, data collection method, and sampling design.

    Required Unit Resources

    Chapter 3: The Use of Theory (ULOs 3.1 and 3.2)
    Read the following sections from this chapter:

    Quantitative Theory Use

    Chapter 4: Writing Strategies and Ethical Considerations (ULOs 3.1 and 3.2)

    Article: Research Methods: Quantitative Observation (ULOs 3.1 and 3.2)
    This article discusses using observation for quantitative data collection. (2 pages).

    Unit Lesson

    Lesson: Don’t Look Now, but You’re Being Observed (ULOs 3.1 and 3.2)

    Introduction

    Most of the focus of data collection in this course has been on the survey or self-completion questionnaire.
    While the survey is the most often used quantitative data collection method in research, there are other non-
    experimental methods for collecting data, such as structured observation, content analysis, and utilizing
    secondary data.

    Structured Observation

    As the name implies, structured observation is a process where the researcher systematically and visually
    examines and quantifies phenomena as they occur. While observation research is often associated with the
    qualitative research methodology, structured observation is decidedly quantitative. Characteristics of
    observation research that make it a positivist’s tool are that the variables to be studied are predetermined
    through the structure, and the variables are quantifiable. These are two conditions that are foreign to
    qualitative research.

    Variables under structured observation are varied. Virtually anything that can be counted can be studied
    through structured observation, including objects, time, events, words, clicks, people, and behavior. Even
    nonverbal communication can be observed and quantified, including facial expressions, body language, eye

    UNIT IV STUDY GUIDE
    Quantitative Research Using Naturally
    Occurring Data, Secondary Data, and
    Official Statistics

    RCH 5301, Research Design and Methods 2

    UNIT x STUDY GUIDE
    Title

    movements, personal space, gestures, and manners. For example, assume medical patients are under
    observation in a health care facility, and the predetermined variables to measure are facial expressions, body
    language, eye movements, personal space, manners, time, objects, demographics, and actions. The
    researcher might devise an observation schedule that includes the variables below.

    Was the purpose of the patient’s visit to:

    • seek treatment for a new medical concern (event)?
    • seek treatment for an existing medical condition (event)?

    When approached by the medical provider, did the patient:

    • smile, frown, or remain unchanged (facial expression)?
    • stand still, back away, or lean into the medical provider (personal space)?
    • shake the provider’s hand (manners)?
    • fold their arms or keep them dangling in a relaxed manner (body language)?
    • make steady eye contact or avoid looking at the provider directly (eye movement)?
    • mention the current condition that is being treated (words)?

    How much time did the patient:

    • speak with the provider (timing)?
    • engage in conversation with other patients (timing)?
    • spend in common areas (timing)?
    • isolate in their room (timing)?
    • handle common area activities, such as books (timing)?

    Which items did the patient handle while in the common area?

    • Educational literature (object)?
    • Magazines (object)?
    • Books (object)?
    • Board games (object)?

    What was the patient’s:

    • gender (demographics)?
    • age (demographics)?

    RCH 5301, Research Design and Methods 3

    UNIT x STUDY GUIDE
    Title

    Structured observation can take place in a controlled environment (i.e., contrived observation), such as a
    laboratory, but observation most often occurs in the participants’ natural environment, such as a field location
    or facility, which was used in the example above. Research outside of a lab has the potential for a more
    realistic and unbiased accounting of behavior since participants are unlikely to modify their actions to meet
    researcher expectations. In either case, the structured observation takes place without researcher
    intervention, although the research can be conducted overtly (i.e., undisguised observation) or covertly (i.e.,
    disguised observation). If conducted overtly, the participants are aware they are the subject of research. This
    can create bias since the participants are likely to modify their behavior to conform to how they think the
    researcher expects them to behave. This is known as reactivity. This is also known colloquially as the
    Hawthorne effect. The name originates from a series of 1920s industrial experiments conducted at Western
    Electric’s large Hawthorne plant in Cicero, Illinois. Although there were four different studies, the Illumination
    Experiments (1924–1927) were the most illuminating (pun intended) about the phenomenon called reactivity
    (Perera, 2021; Price et al., 2017).

    In the Illumination Experiments, researchers were seeking to determine if there was a relationship between
    the variables of illumination levels and factory productivity. They hypothesized that the relationship would be
    positive, meaning the variables would move in the same direction. For example, they guessed as illumination
    levels decreased, productivity would decrease, and as illumination levels increased, productivity would

    RCH 5301, Research Design and Methods 4

    UNIT x STUDY GUIDE
    Title

    increase. The researchers were surprised to find, however, that no matter the change in illumination,
    productivity increased. As illumination increased, productivity increased. As illumination decreased,
    productivity increased. It was determined that the workers’ awareness of being studied was severely biasing
    results. Interestingly, reactivity begins to wane over time as participants become desensitized to the presence
    of researchers, and their behaviors begin to normalize. This is precisely what occurred at the Hawthorne
    factory (Perera, 2021).

    To avoid bias from reactivity, observation research can be conducted covertly so that the participants are
    unaware that they are the subjects of research. While this can eliminate the risk of bias, it can potentially
    increase ethical risks. However, researchers generally accept covert observation as ethical if participants’
    anonymity is preserved, and the observation is performed in public where there is no expectation of privacy
    (Cooper & Schindler, 2014).

    Structured observation is very similar to naturalistic observation and participant observation, which are
    qualitative data collection methods. The difference between structured observation, naturalistic observation,
    and participant observation is that structured observation is intended to quantify a relatively small number of
    variables rather than record and interpret all the behaviors that are taking place (Price et al., 2017).

    It should be noted that everything that was discussed in previous units about sampling applies to structured
    observation; however, probability sampling can be challenging since it is often difficult to develop a sampling
    frame in observation studies. It then follows that making valid and reliable inferences about a population of
    interest, or generalizing results, can be difficult to achieve (Price et al., 2017).

    Structured Observation in Practice

    In addition to structured observation that occurs in participants’ natural environments, there are many other
    methods available to researchers to capture observation data. Many of these other methods use cutting-edge
    technology. The following describes examples of structured observation in practice, but this is nowhere near a
    complete list of all observation methods.

    Mechanical Observation

    It is not always possible or practical for researchers to observe the phenomena in real time in the participant’s
    natural environment. In these instances, mechanical observation is an effective alternative. Traffic cameras
    and other mechanical devices are commonly used to quantify usage of roadways and to identify traffic
    patterns that may be problematic. Video cameras and time-lapse photography are used in busy warehouses
    to improve the flow of product and safety for employees who are working around dangerous equipment.
    Nielsen Media Research uses mechanical observation to collect data on which television shows are being
    watched in households, on which television sets, who is watching them, and for how long. Arbitron performs
    similar observation research on radio audiences. Scanner-based observation is another mechanical means of
    capturing consumer purchase behavior data through scanned UPC codes. This is an easy way to collect large
    amounts of data that can be used to analyze the relationship between consumer behavior and variables like
    promotion and pricing (Cooper & Schindler, 2014).

    Satellite Imagery

    Observation from space is a unique example of observation research. Satellites are routinely used to observe
    activity at ports, shipping terminals, oil refineries, retail establishments, and farms. This data enables the
    quantification of shipping containers and vessel traffic in ports; supply of energy at oil refineries; consumer
    traffic at retail establishments like Walmart, Lowes, and McDonalds; and crop yields. Satellite data is then
    used to make inferences about economic activity (Eamon, 2010; Goldstein, 2010).

    Eye Tracking

    Eye tracking is a desirable observation method since it captures what subjects actually do rather than what
    they say they do. Eye tracking uses infrared-enabled webcam and wearable technology to quantify research
    participants’ conscious and unconscious eye movements to determine what they pay attention to (behavior)
    and for how long (timing). Eye tracking is useful for capturing participant data and the attention paid to online

    RCH 5301, Research Design and Methods 5

    UNIT x STUDY GUIDE
    Title

    stimuli. It is especially beneficial in online environments since eye-tracking data can be linked directly to
    behavior.

    Heat Mapping

    The purpose of heat mapping, like eye tracking, is to quantify human behavior using special technology. The
    technology is used to measure variables like cursor movements, scrolling activity, clicks and click-through
    rates, page views, and time per page for all website visitors. Activity is color coded, so high activity appears
    visually in gradients of red, and low activity appears as gradients of green. Heat mapping technology can also
    be used to create heat maps for consumer behavior and physical movements in retail establishments.
    Regardless of whether heat mapping is used for creating a visualization of behavior in digital or non-digital
    environments, the data can be used to make strategic decisions to improve the effectiveness of lower activity
    areas (Perez, 2020).

    Retail heat mapping (Soltani, 2015)

    Neuromarketing

    Neurofocus is a company that uses technology called quantified electroencephalography (QEEG) to measure
    a subject’s brain activity in different parts of their brain. The data is captured through discreet electrodes
    attached to the subject’s head and displayed in a format like a heat map. QEEG is like magnetic resonance
    imaging (MRI) technology, but it is mobile and allows the capture of data in dynamic environments. For
    example, electrodes can be attached to consumers to observe the alpha-wave brain activity as they engage
    in surfing the web. As their alpha-wave activity is triggered by interest in different websites, the researcher will
    observe their brain images that light in hotter gradients of red. As subject interest wanes, researchers will
    observe areas of the brain’s lighting in cooler gradients of green.

    Education

    Observation research is routinely used in many domains of interest, including education. For example,
    structured observation could be used in the classroom to quantify the number of questions asked by students
    during class time to determine if a relationship exists with grade point average.

    RCH 5301, Research Design and Methods 6

    UNIT x STUDY GUIDE
    Title

    Time and Motion

    Time and motion studies provide a great application for structured observation research. Quantifying the
    number of movements and time required to make those movements can be helpful in reducing waste,
    increasing efficiency, and raising safety awareness (Drew, 2022).

    Safety, Health Care, and Medicine

    Structured observation research in safety, health care, and medicine has been used to quantify the types,
    frequency, and severity of negative events across various departments, including operations, pharmacy,
    emergency, operating rooms, anesthesia, obstetrics, and intensive care. For example, the type, frequency,
    and severity of incorrect drug administration is easily quantifiable through observation research. In addition to
    improving operational efficiency, the most beneficial aspect of observation research in a safety or health care
    setting is the reduction of workplace accidents and illnesses and the detrimental effects of adverse care,
    including death (Carthey, 2003).

    Content Analysis

    Content analysis is like structured observation in that it is a quantitative process where the researcher
    systematically and visually examines and quantifies existing words, titles, subjects, actors, and images within
    published or unpublished print or digital media, including news articles, letters, emails, advertisements,
    television shows, and websites. The content analysis may measure either the inclusion or exclusion of the
    variable or variables under study. This should not be confused with the qualitative content analysis, which is
    subjective. In the qualitative content analysis, the researcher interprets and constructs meaning from the print
    or digital media. In quantitative content analysis, the researcher objectively quantifies what is found in the
    media and does not interject their values or interpret meaning. Content analysis would be an incredibly time-
    consuming and tedious exercise if it were done manually. Fortunately, there are technology solutions to
    facilitate this process so researchers can spend most of their time on data analysis rather than data collection
    (Zikmund et al., 2013).

    Secondary Data Analysis

    Secondary data analysis (i.e., archival research) is a quantitative approach to research using data that has
    already been collected for other purposes, by other people and researchers, such as academic study data,
    commercial and trade data, organizational data, and government data (Zikmund et al., 2013). For example,
    the scanner data mentioned above in the discussion on mechanical observation is normally collected by
    individual grocery store chains to monitor their own customers. However, the National Grocers Association
    could aggregate scanner data from their association members to share with the entire association, even those
    without access to their own scanner data. This would be a useful means of secondary data analysis.

    In Closing

    Many of the practical examples of structured observation make use of cutting-edge technology, and there is
    no stopping it. Technology is pervasive in society and is often used to surreptitiously capture consumer
    information through so-called surveillance products. See the examples below.

    • Smartwatches capture health, exercise, and sleep data.
    • Geolocation technology and GPS navigation apps track people’s activities and vehicle movements.
    • Smartphones, tablets, and laptops listen to their users.
    • Amazon’s Alexa and Apple's Siri capture user activity and listen to conversations.
    • Smart refrigerators, washing machines, and other appliances have listening capabilities.
    • Millions of users on social networking sites have no appreciation for privacy and gladly share their

    most intimate details.
    • Radio-frequency identification (RFID) chips used in toll passes, passports, payment mechanisms, and

    reward fobs track owners’ movements.

    Many consumers naively believe that marketers respect their privacy. Perhaps the most successful marketing
    organization in history, Amazon, has been caught collecting user conversations through Alexa without
    their knowledge. Since being caught with their hand in the cookie jar, Amazon now allows users to opt

    RCH 5301, Research Design and Methods 7

    UNIT x STUDY GUIDE
    Title

    out of this functionality, but many users are still unaware of this option or are simply unconcerned.
    Similarly, users of Gmail and Google Calendar open personal, business, and contact information that
    is available to Google to peruse at will, without requiring permission, and with no explanation required.
    Many other users are willing to trade privacy and confidentiality for convenience or productivity. Still, others
    are willing to swap their privacy for “free” services from companies like Google or Bing (Kelly, 2022).

    Experts in the field warn the public that the danger from these means of observation has never been more
    serious. The information that consumers share willingly and unwillingly with marketers can be accessed and
    abused by governments, hackers, and others (Kelly, 2022). For consumers, privacy and confidentiality should
    be a top concern, especially given the potential for search histories, location data, text messages, emails, and
    other digital information to be accessed, analyzed, and sold to third-party marketers and government
    agencies. Some would say that George Orwell’s vision in 1984 is alive and well in today’s society, and it is
    being facilitated through observation research technology. Researchers should enjoy the efficiency and
    quality of data provided through observation research technology, but they should always be mindful to do no
    harm.

    References

    Carthey, J. (2003). The role of structured observational research in health care. BMJ Publishing Group Ltd. &

    The Health Foundation. https://qualitysafety.bmj.com/content/12/suppl_2/ii13

    Cooper, D. R., & Schindler, P. S. (2014). Business research methods (12th ed.). McGraw-Hill.

    Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods

    approaches (6th ed.). SAGE. https://online.vitalsource.com/#/books/9781071817964

    Drew, C. (2022, October 23). 10 observational research examples. The Helpful Professor.

    https://helpfulprofessor.com/observational-research-examples/

    Eamon, J. (2010, August 17). Spying for profits: The satellite image indicator. CNBC.

    https://www.cnbc.com/2010/08/17/Spying-For-Profits:-The-Satellite-Image-Indicator.html?slide=1

    Ellis, P. (2024). Research methods: Quantitative observation. Wounds UK, 20(2), 73-74.

    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=cul&AN=178268293&site=ehost-live&scope=site

    Goldstein, J. (2010, August 19). With satellite images, Wall Street analysts spy on Wal-Mart. NPR.

    https://www.npr.org/sections/money/2010/08/19/129298095/with-satellite-images-wall-street-analysts-
    spy-on-wal-mart

    Kelly, S. M. (2022, October 2). Amazon is always watching. CNN.

    https://www.cnn.com/2022/10/02/tech/amazon-product-event/index.html

    Perera, A. (2021, May 28). What is the Hawthorne effect? Simply Psychology.

    https://www.simplypsychology.org/hawthorne-effect.html

    Perez, J. (2020, May 20). What’s so hot about heat mapping? Pinckney.

    https://pinckneymarketing.com/whats-so-hot-about-heat-mapping/

    Price, P. C., Jhangiani, R., Chiang, I. A., Leighton, D. C., & Cuttler, C. (2017). 6.5 Observational research. In

    Research methods in psychology. Pressbooks.
    https://opentext.wsu.edu/carriecuttler/chapter/observational-research/

    Soltani, A. (2016, April 30). Privacy trade-offs in retail tracking [Image]. Federal Trade Commission.

    https://www.ftc.gov/policy/advocacy-research/tech-at-ftc/2015/04/privacy-trade-offs-retail-tracking

    Zikmund, W. G., Babin, B. J., Carr, J. C., & Griffin, M. (2013). Business research methods (9th ed.). Cengage

    Learning.

    **## ResearchDesignandMethodsRCH5301UnitIVResearchStrategyAnalysis.docx**

    2

    Research Design and Methods RCH 5301

    **Unit IV Assignment**

    This assignment measures your mastery of ULOs 2.1, 2.2, 3.1, and 3.2.

    **Research Strategy Analysis**

    Locate a primary research article in an academic journal from the CSU Online Library where the researcher(s) used a quantitative research strategy, a survey instrument, and inferential statistics. After reading the article, explain the following elements:

    · purpose of the study,

    · population of interest,

    · research questions,

    · constructs and variables being tested,

    · hypotheses,

    · research design,

    · analytical approach,

    · data analysis procedures used,

    · sampling frame,

    · sampling design (i.e., sampling type),

    · data collection method,

    · statistically significant inferences that are generalizable to the population of interest.

    Your assignment should consist of a minimum of two pages in length, not counting the required references page. Please thoroughly address all required elements listed above. Responses should be written in a narrative format rather than being formatted as short bullet points.

    Please use APA-compliant headings and sub-headings that align with the individual assignment elements and please respond to the assignment elements in the same sequence they are requested in the instructions. Do not combine elements within a section. Each assignment element should have its own section with APA heading. Adhere to all other APA Style and formatting guidelines, including in-text citations and references for all sources that are used. Include at least the article used as a source, but other credible sources may be used as needed.

    **## UnitIVStudyGuide.pdf**

    RCH 5301, Research Design and Methods 1

    Course Learning Outcomes for Unit IV

    At the end of this unit, you should be able to:

    2. Discriminate among the characteristics of qualitative and quantitative research methods.
    2.1 Deduce differences between a quantitative methodological research strategy and

    qualitative research strategy.
    2.2 Identify a primary research article in an academic journal where the researcher or

    researchers used a survey instrument and inferential statistics.

    3. Evaluate research designs.
    3.1 Differentiate between descriptive, explanatory, and exploratory research designs based on

    their unique characteristics.
    3.2 Analyze an academic study’s research design, analytical approach, data analysis

    procedures, data collection method, and sampling design.

    Required Unit Resources

    Chapter 3: The Use of Theory (ULOs 3.1 and 3.2)
    Read the following sections from this chapter:

    Quantitative Theory Use

    Chapter 4: Writing Strategies and Ethical Considerations (ULOs 3.1 and 3.2)

    Article: Research Methods: Quantitative Observation (ULOs 3.1 and 3.2)
    This article discusses using observation for quantitative data collection. (2 pages).

    Unit Lesson

    Lesson: Don’t Look Now, but You’re Being Observed (ULOs 3.1 and 3.2)

    Introduction

    Most of the focus of data collection in this course has been on the survey or self-completion questionnaire.
    While the survey is the most often used quantitative data collection method in research, there are other non-
    experimental methods for collecting data, such as structured observation, content analysis, and utilizing
    secondary data.

    Structured Observation

    As the name implies, structured observation is a process where the researcher systematically and visually
    examines and quantifies phenomena as they occur. While observation research is often associated with the
    qualitative research methodology, structured observation is decidedly quantitative. Characteristics of
    observation research that make it a positivist’s tool are that the variables to be studied are predetermined
    through the structure, and the variables are quantifiable. These are two conditions that are foreign to
    qualitative research.

    Variables under structured observation are varied. Virtually anything that can be counted can be studied
    through structured observation, including objects, time, events, words, clicks, people, and behavior. Even
    nonverbal communication can be observed and quantified, including facial expressions, body language, eye

    UNIT IV STUDY GUIDE
    Quantitative Research Using Naturally
    Occurring Data, Secondary Data, and
    Official Statistics

    RCH 5301, Research Design and Methods 2

    UNIT x STUDY GUIDE
    Title

    movements, personal space, gestures, and manners. For example, assume medical patients are under
    observation in a health care facility, and the predetermined variables to measure are facial expressions, body
    language, eye movements, personal space, manners, time, objects, demographics, and actions. The
    researcher might devise an observation schedule that includes the variables below.

    Was the purpose of the patient’s visit to:

    • seek treatment for a new medical concern (event)?
    • seek treatment for an existing medical condition (event)?

    When approached by the medical provider, did the patient:

    • smile, frown, or remain unchanged (facial expression)?
    • stand still, back away, or lean into the medical provider (personal space)?
    • shake the provider’s hand (manners)?
    • fold their arms or keep them dangling in a relaxed manner (body language)?
    • make steady eye contact or avoid looking at the provider directly (eye movement)?
    • mention the current condition that is being treated (words)?

    How much time did the patient:

    • speak with the provider (timing)?
    • engage in conversation with other patients (timing)?
    • spend in common areas (timing)?
    • isolate in their room (timing)?
    • handle common area activities, such as books (timing)?

    Which items did the patient handle while in the common area?

    • Educational literature (object)?
    • Magazines (object)?
    • Books (object)?
    • Board games (object)?

    What was the patient’s:

    • gender (demographics)?
    • age (demographics)?

    RCH 5301, Research Design and Methods 3

    UNIT x STUDY GUIDE
    Title

    Structured observation can take place in a controlled environment (i.e., contrived observation), such as a
    laboratory, but observation most often occurs in the participants’ natural environment, such as a field location
    or facility, which was used in the example above. Research outside of a lab has the potential for a more
    realistic and unbiased accounting of behavior since participants are unlikely to modify their actions to meet
    researcher expectations. In either case, the structured observation takes place without researcher
    intervention, although the research can be conducted overtly (i.e., undisguised observation) or covertly (i.e.,
    disguised observation). If conducted overtly, the participants are aware they are the subject of research. This
    can create bias since the participants are likely to modify their behavior to conform to how they think the
    researcher expects them to behave. This is known as reactivity. This is also known colloquially as the
    Hawthorne effect. The name originates from a series of 1920s industrial experiments conducted at Western
    Electric’s large Hawthorne plant in Cicero, Illinois. Although there were four different studies, the Illumination
    Experiments (1924–1927) were the most illuminating (pun intended) about the phenomenon called reactivity
    (Perera, 2021; Price et al., 2017).

    In the Illumination Experiments, researchers were seeking to determine if there was a relationship between
    the variables of illumination levels and factory productivity. They hypothesized that the relationship would be
    positive, meaning the variables would move in the same direction. For example, they guessed as illumination
    levels decreased, productivity would decrease, and as illumination levels increased, productivity would

    RCH 5301, Research Design and Methods 4

    UNIT x STUDY GUIDE
    Title

    increase. The researchers were surprised to find, however, that no matter the change in illumination,
    productivity increased. As illumination increased, productivity increased. As illumination decreased,
    productivity increased. It was determined that the workers’ awareness of being studied was severely biasing
    results. Interestingly, reactivity begins to wane over time as participants become desensitized to the presence
    of researchers, and their behaviors begin to normalize. This is precisely what occurred at the Hawthorne
    factory (Perera, 2021).

    To avoid bias from reactivity, observation research can be conducted covertly so that the participants are
    unaware that they are the subjects of research. While this can eliminate the risk of bias, it can potentially
    increase ethical risks. However, researchers generally accept covert observation as ethical if participants’
    anonymity is preserved, and the observation is performed in public where there is no expectation of privacy
    (Cooper & Schindler, 2014).

    Structured observation is very similar to naturalistic observation and participant observation, which are
    qualitative data collection methods. The difference between structured observation, naturalistic observation,
    and participant observation is that structured observation is intended to quantify a relatively small number of
    variables rather than record and interpret all the behaviors that are taking place (Price et al., 2017).

    It should be noted that everything that was discussed in previous units about sampling applies to structured
    observation; however, probability sampling can be challenging since it is often difficult to develop a sampling
    frame in observation studies. It then follows that making valid and reliable inferences about a population of
    interest, or generalizing results, can be difficult to achieve (Price et al., 2017).

    Structured Observation in Practice

    In addition to structured observation that occurs in participants’ natural environments, there are many other
    methods available to researchers to capture observation data. Many of these other methods use cutting-edge
    technology. The following describes examples of structured observation in practice, but this is nowhere near a
    complete list of all observation methods.

    Mechanical Observation

    It is not always possible or practical for researchers to observe the phenomena in real time in the participant’s
    natural environment. In these instances, mechanical observation is an effective alternative. Traffic cameras
    and other mechanical devices are commonly used to quantify usage of roadways and to identify traffic
    patterns that may be problematic. Video cameras and time-lapse photography are used in busy warehouses
    to improve the flow of product and safety for employees who are working around dangerous equipment.
    Nielsen Media Research uses mechanical observation to collect data on which television shows are being
    watched in households, on which television sets, who is watching them, and for how long. Arbitron performs
    similar observation research on radio audiences. Scanner-based observation is another mechanical means of
    capturing consumer purchase behavior data through scanned UPC codes. This is an easy way to collect large
    amounts of data that can be used to analyze the relationship between consumer behavior and variables like
    promotion and pricing (Cooper & Schindler, 2014).

    Satellite Imagery

    Observation from space is a unique example of observation research. Satellites are routinely used to observe
    activity at ports, shipping terminals, oil refineries, retail establishments, and farms. This data enables the
    quantification of shipping containers and vessel traffic in ports; supply of energy at oil refineries; consumer
    traffic at retail establishments like Walmart, Lowes, and McDonalds; and crop yields. Satellite data is then
    used to make inferences about economic activity (Eamon, 2010; Goldstein, 2010).

    Eye Tracking

    Eye tracking is a desirable observation method since it captures what subjects actually do rather than what
    they say they do. Eye tracking uses infrared-enabled webcam and wearable technology to quantify research
    participants’ conscious and unconscious eye movements to determine what they pay attention to (behavior)
    and for how long (timing). Eye tracking is useful for capturing participant data and the attention paid to online

    RCH 5301, Research Design and Methods 5

    UNIT x STUDY GUIDE
    Title

    stimuli. It is especially beneficial in online environments since eye-tracking data can be linked directly to
    behavior.

    Heat Mapping

    The purpose of heat mapping, like eye tracking, is to quantify human behavior using special technology. The
    technology is used to measure variables like cursor movements, scrolling activity, clicks and click-through
    rates, page views, and time per page for all website visitors. Activity is color coded, so high activity appears
    visually in gradients of red, and low activity appears as gradients of green. Heat mapping technology can also
    be used to create heat maps for consumer behavior and physical movements in retail establishments.
    Regardless of whether heat mapping is used for creating a visualization of behavior in digital or non-digital
    environments, the data can be used to make strategic decisions to improve the effectiveness of lower activity
    areas (Perez, 2020).

    Retail heat mapping (Soltani, 2015)

    Neuromarketing

    Neurofocus is a company that uses technology called quantified electroencephalography (QEEG) to measure
    a subject’s brain activity in different parts of their brain. The data is captured through discreet electrodes
    attached to the subject’s head and displayed in a format like a heat map. QEEG is like magnetic resonance
    imaging (MRI) technology, but it is mobile and allows the capture of data in dynamic environments. For
    example, electrodes can be attached to consumers to observe the alpha-wave brain activity as they engage
    in surfing the web. As their alpha-wave activity is triggered by interest in different websites, the researcher will
    observe their brain images that light in hotter gradients of red. As subject interest wanes, researchers will
    observe areas of the brain’s lighting in cooler gradients of green.

    Education

    Observation research is routinely used in many domains of interest, including education. For example,
    structured observation could be used in the classroom to quantify the number of questions asked by students
    during class time to determine if a relationship exists with grade point average.

    RCH 5301, Research Design and Methods 6

    UNIT x STUDY GUIDE
    Title

    Time and Motion

    Time and motion studies provide a great application for structured observation research. Quantifying the
    number of movements and time required to make those movements can be helpful in reducing waste,
    increasing efficiency, and raising safety awareness (Drew, 2022).

    Safety, Health Care, and Medicine

    Structured observation research in safety, health care, and medicine has been used to quantify the types,
    frequency, and severity of negative events across various departments, including operations, pharmacy,
    emergency, operating rooms, anesthesia, obstetrics, and intensive care. For example, the type, frequency,
    and severity of incorrect drug administration is easily quantifiable through observation research. In addition to
    improving operational efficiency, the most beneficial aspect of observation research in a safety or health care
    setting is the reduction of workplace accidents and illnesses and the detrimental effects of adverse care,
    including death (Carthey, 2003).

    Content Analysis

    Content analysis is like structured observation in that it is a quantitative process where the researcher
    systematically and visually examines and quantifies existing words, titles, subjects, actors, and images within
    published or unpublished print or digital media, including news articles, letters, emails, advertisements,
    television shows, and websites. The content analysis may measure either the inclusion or exclusion of the
    variable or variables under study. This should not be confused with the qualitative content analysis, which is
    subjective. In the qualitative content analysis, the researcher interprets and constructs meaning from the print
    or digital media. In quantitative content analysis, the researcher objectively quantifies what is found in the
    media and does not interject their values or interpret meaning. Content analysis would be an incredibly time-
    consuming and tedious exercise if it were done manually. Fortunately, there are technology solutions to
    facilitate this process so researchers can spend most of their time on data analysis rather than data collection
    (Zikmund et al., 2013).

    Secondary Data Analysis

    Secondary data analysis (i.e., archival research) is a quantitative approach to research using data that has
    already been collected for other purposes, by other people and researchers, such as academic study data,
    commercial and trade data, organizational data, and government data (Zikmund et al., 2013). For example,
    the scanner data mentioned above in the discussion on mechanical observation is normally collected by
    individual grocery store chains to monitor their own customers. However, the National Grocers Association
    could aggregate scanner data from their association members to share with the entire association, even those
    without access to their own scanner data. This would be a useful means of secondary data analysis.

    In Closing

    Many of the practical examples of structured observation make use of cutting-edge technology, and there is
    no stopping it. Technology is pervasive in society and is often used to surreptitiously capture consumer
    information through so-called surveillance products. See the examples below.

    • Smartwatches capture health, exercise, and sleep data.
    • Geolocation technology and GPS navigation apps track people’s activities and vehicle movements.
    • Smartphones, tablets, and laptops listen to their users.
    • Amazon’s Alexa and Apple's Siri capture user activity and listen to conversations.
    • Smart refrigerators, washing machines, and other appliances have listening capabilities.
    • Millions of users on social networking sites have no appreciation for privacy and gladly share their

    most intimate details.
    • Radio-frequency identification (RFID) chips used in toll passes, passports, payment mechanisms, and

    reward fobs track owners’ movements.

    Many consumers naively believe that marketers respect their privacy. Perhaps the most successful marketing
    organization in history, Amazon, has been caught collecting user conversations through Alexa without
    their knowledge. Since being caught with their hand in the cookie jar, Amazon now allows users to opt

    RCH 5301, Research Design and Methods 7

    UNIT x STUDY GUIDE
    Title

    out of this functionality, but many users are still unaware of this option or are simply unconcerned.
    Similarly, users of Gmail and Google Calendar open personal, business, and contact information that
    is available to Google to peruse at will, without requiring permission, and with no explanation required.
    Many other users are willing to trade privacy and confidentiality for convenience or productivity. Still, others
    are willing to swap their privacy for “free” services from companies like Google or Bing (Kelly, 2022).

    Experts in the field warn the public that the danger from these means of observation has never been more
    serious. The information that consumers share willingly and unwillingly with marketers can be accessed and
    abused by governments, hackers, and others (Kelly, 2022). For consumers, privacy and confidentiality should
    be a top concern, especially given the potential for search histories, location data, text messages, emails, and
    other digital information to be accessed, analyzed, and sold to third-party marketers and government
    agencies. Some would say that George Orwell’s vision in 1984 is alive and well in today’s society, and it is
    being facilitated through observation research technology. Researchers should enjoy the efficiency and
    quality of data provided through observation research technology, but they should always be mindful to do no
    harm.

    References

    Carthey, J. (2003). The role of structured observational research in health care. BMJ Publishing Group Ltd. &

    The Health Foundation. https://qualitysafety.bmj.com/content/12/suppl_2/ii13

    Cooper, D. R., & Schindler, P. S. (2014). Business research methods (12th ed.). McGraw-Hill.

    Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods

    approaches (6th ed.). SAGE. https://online.vitalsource.com/#/books/9781071817964

    Drew, C. (2022, October 23). 10 observational research examples. The Helpful Professor.

    https://helpfulprofessor.com/observational-research-examples/

    Eamon, J. (2010, August 17). Spying for profits: The satellite image indicator. CNBC.

    https://www.cnbc.com/2010/08/17/Spying-For-Profits:-The-Satellite-Image-Indicator.html?slide=1

    Ellis, P. (2024). Research methods: Quantitative observation. Wounds UK, 20(2), 73-74.

    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=cul&AN=178268293&site=ehost-live&scope=site

    Goldstein, J. (2010, August 19). With satellite images, Wall Street analysts spy on Wal-Mart. NPR.

    https://www.npr.org/sections/money/2010/08/19/129298095/with-satellite-images-wall-street-analysts-
    spy-on-wal-mart

    Kelly, S. M. (2022, October 2). Amazon is always watching. CNN.

    https://www.cnn.com/2022/10/02/tech/amazon-product-event/index.html

    Perera, A. (2021, May 28). What is the Hawthorne effect? Simply Psychology.

    https://www.simplypsychology.org/hawthorne-effect.html

    Perez, J. (2020, May 20). What’s so hot about heat mapping? Pinckney.

    https://pinckneymarketing.com/whats-so-hot-about-heat-mapping/

    Price, P. C., Jhangiani, R., Chiang, I. A., Leighton, D. C., & Cuttler, C. (2017). 6.5 Observational research. In

    Research methods in psychology. Pressbooks.
    https://opentext.wsu.edu/carriecuttler/chapter/observational-research/

    Soltani, A. (2016, April 30). Privacy trade-offs in retail tracking [Image]. Federal Trade Commission.

    https://www.ftc.gov/policy/advocacy-research/tech-at-ftc/2015/04/privacy-trade-offs-retail-tracking

    Zikmund, W. G., Babin, B. J., Carr, J. C., & Griffin, M. (2013). Business research methods (9th ed.). Cengage

    Learning.

    – 1
    – 2

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    ## Reflection in Action Woven into your program are several themes and topics meant to enhance your learning experience and support your development as a professional who is capable of acting as a leader, thinker, visionary, and advocate. In each course, there will be one reflection-in-action journa…

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    ## Reflection in Action
    Woven into your program are several themes and topics meant to enhance your learning experience and support your development as a professional who is capable of acting as a leader, thinker, visionary, and advocate. In each course, there will be one reflection-in-action journal assignment that is designed to provide opportunities for you to reflect upon and assess your professional knowledge and skills.
    This journal prompt has two parts. Reflect upon and discuss each of the prompts in Part 1 and Part 2 outlined below.
    Part 1: Course and Program Reflection
    Complete the following:
    – Explain your role in helping families and the community understand how to support children with challenging behavior.
    Part 2: Career and Personal Reflection
    Complete the following:
    – Review the video [_Pursuing your Master of Arts in Special Education after your BA_Links to an external site.](https://ashford.mediaspace.kaltura.com/media/Pursuing+your+Master+of+Arts+in+Special+Education+after+your+BA/0_nb0yh4gb).
    – Describe how the video inspires you to continue your education, whether with an advanced degree, or through professional development once you graduate.
    Journal Options:Choose one of the following:
    – Written reflection journal
    – Create a [VokiLinks to an external site.](http://www.voki.com/).
    – If you need help creating your Voki, use the [Voki Classroom: Getting Started GuideLinks to an external site.](http://www.voki.com/pdf/Voki_Classroom_Getting_Started.pdf).
    – The integrative and critical thinking expectations (demonstrated within the content of the journal) include the following:
    – Connections to Experience: Meaningfully synthesizes connections among experiences both within and outside of coursework to deepen understanding of fields of study and to broaden own points of view.
    – Reflection and Self-Assessment: Envisions a future self (and possibly makes plans that build on past experiences) that have occurred across multiple and diverse contexts.
    Research and Resource Expectations:Sources are not required for your journal assignments. However, if you need to cite information, you must cite your sources according to APA guidelines (see [Citing Within Your PaperLinks to an external site.](https://writingcenter.uagc.edu/apa-citing-within-your-paper)) and include an [APA References ListLinks to an external site.](https://writingcenter.uagc.edu/format-your-reference-list).Writing and Formatting Expectations:
    – Professional Reflective Voice: Journals may be written in a less formal but still professional voice (i.e., avoids casual language). Refer to the [First Vs. Third PersonLinks to an external site.](https://writingcenter.uagc.edu/first-vs-third-person) guide created by the Writing Center.
    – Organization: Demonstrates logical progression of ideas.
    – Syntax and Mechanics: Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.
    – APA Formatting: Papers are formatted properly, and all sources (if used) are cited and referenced in APA style as outlined in the [Writing CenterLinks to an external site.](https://writingcenter.uagc.edu/).
    Next Steps: Review and Submit the AssignmentReview your assignment with the Grading Rubric to ensure you have achieved the distinguished levels of performance for each criterion and submit in Waypoint for evaluation no later than Day 7.The Reflection in Action journal
    – Must be one to two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Writing Center’s [APA StyleLinks to an external site.](https://writingcenter.uagc.edu/apa-style) resource.
    – Must include a separate title page with the following:
    – Title of journal
    – Student’s name
    – Course name and number
    – Instructor’s name
    – Date submitted
    – For further assistance with the formatting and the title page, refer to [APA Formatting for Microsoft WordLinks to an external site.](https://writingcenter.uagc.edu/apa-formatting-microsoft-word).
    – Must utilize academic voice. See the [Academic VoiceLinks to an external site.](https://writingcenter.uagc.edu/academic-voice) resource for additional guidance.
    – Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
    – For assistance on writing [Introductions & ConclusionsLinks to an external site.](https://writingcenter.uagc.edu/introductions-conclusions) as well as [Writing a Thesis StatementLinks to an external site.](https://writingcenter.uagc.edu/writing-a-thesis), refer to the Writing Center resources.
    – ’Must include a separate references page, if sources are used, which is formatted according to APA style as outlined in the Writing Center. See the [Formatting Your References ListLinks to an external site.](https://writingcenter.uagc.edu/format-your-reference-list) resource in the Writing Center for specifications.